Jennifer Armenia

 

EDUL 6015

 

Assignment 3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

            After tabulating the results of the school survey, I found very few statements where my peers had disagreed.  I discussed with my peers their feelings on these statements and came up with the following results.

I9: The climate in this school encourages teacher input in decision making. 

After discussing this statement with my peers, their feedback mostly stated that decisions are made without any discussion.  One example that I was given was the adoption of the Learning Focused Schools Model.  The decision to adopt this model was not brought up at any faculty meetings or leadership meetings.  It was a decision that was made without any teacher input.  Another teacher expressed concern that even when we are asked our opinion the “higher ups” already have made their decision and their input isn’t considered. This makes them wonder why they were even asked their opinion.

I feel like my school does encourage teacher input in decision making.  One example I have of this is when planning our School Improvement Goal.  Teachers are asked for suggestions and areas that we need to improve on. Another time teachers were asked for their input is when adopting new textbooks.  Teachers are invited to a textbook fair to view all the textbooks and give their feedback on which textbooks they feel would be best for their grade level and school. 

 

II8: The superintendent visits teachers’ classes on a regular basis to assess the quality of instruction.

Most of my peers agreed on this statement and rated it a six showing they strongly agreed.  One of my peers rated this statement a two showing she disagreed.  I asked her why she rated this statement a two and she explained that she rarely sees the superintendent in our classrooms and when she does see him, he only stays for two – three minutes.  She expressed concern that he couldn’t see if quality instruction was taking place in two-three minutes.  She did acknowledge that he often does come to our school, but his short visits to our room are just to peek in our classes and not really observe our instruction.

            I rated this statement a five because I agree that the superintendent visits teachers’ classes to assess the quality of instruction.  I have seen the superintendent in my room several times this year.  He has stayed for about five minutes to watch my lesson.  When he came into my classroom we were doing math centers.  I feel that him seeing math centers and that my students were on task allowed him to see what type of instruction I do on a daily basis.  I also feel that just because he doesn’t spend ten to fifteen minutes in each teacher’s classroom doesn’t mean that he doesn’t know what kind of instruction is occurring in our classrooms. 

 

III5: The system calls groups of teachers together to identify obstacles to achieving system goals and objectives.

            There were several different ratings that were given for this statement.  When discussing this statement my teachers voiced different feedback.  One of my peers said that the only committee that has teachers for all schools is the Teacher Of The Year Committee.  She feels that this committee isn’t enough to make system goals and objectives. Another one of my peers said that she feels that the system decides on the goals for us.  She gave the example of goal for 10% more students to score a level three – exceeds standards in the math area on the CRCT within the next three years.  This goal was never proposed to the schools and asked for their opinion nor was a committee of teachers made to help create this goal.  One teacher who rated this statement a level five said she felt there are several committees that allow teachers input.  One example she gave was the Teacher Of The Year Committee.  This committee was formed to give each school a voice in what is happening system wide. 

            I rated this statement a 4.  I feel like there are groups of teachers (Teacher Of The Year) that help with identifying system goals however, I feel that there needs to be more teachers input when setting these goals.  The Teacher Of The Year comes back from her meetings and tells us what happened in the meeting.  The goals are not proposed and then taken back to the schools for input, but rather just voted on in the meeting.

 

III9: The system has used team building techniques to improve group member relationship among teachers.

            There was varying opinion on this statement as well.  Three people rated this statement a three and two others along with myself rated this statement a six.  When I discussed this with my peers it was very clear that this was a grade level issue.  Three of the teachers teach third grade and three of the teachers teach second grade.  All the third grade teachers rated this statement a three.  I asked them their feelings on this and they said there were not any activities or support from the county to encourage the team to get along and help each other.  They all voiced their concern that two of the teachers on their team do not want to share ideas and activities while the other three teachers on their team plan together and help each other.  The second grade teachers that took this survey all rated this statement a six.  They all feel that our team does work together to have good relationships with each other.  The second grade team goes out to dinner a few times a year and celebrates birthdays.  They plan together and share anything that they think others may want to use.

            After having this discussion it shows that this is clearly a grade level difference of opinion however, it seems that the school doesn’t do anything to foster or encourage team work.  Everything second grade does to have good relationships with each other is done on their own, outside of school time. 

 

IV8: Teachers in this school system are rewarded by the organization for promoting quality instruction.

            This statement had varying ratings as well.  When discussing this statement with my peers I received several comments.  One teacher stated that the only “reward” for promoting quality education is to be voted Teacher Of The Year.  She also stated that only one person a year receives this “reward’ when many teachers deserve this recognition.  Another teacher said that she feels we are recognized by our principal through announcements and e-mails.  She said the thinks our principal does what she can to recognize our hard work.  A different teacher said there is no reward for her if she does hands-on activities as opposed to worksheets all day.  She stated there is no motivation for her to do something she doesn’t have to.  She stated that she does do hands-on activities and goes above and beyond what she has to do, but there is nothing the county offers her to do this.  She said it’s completely up to her and what motivates her. 

            I rated this statement a 4.  I agree with the teacher that said everything she does is because of her motivation.  I will not receive anything for using the latest teaching techniques in my classroom as opposed to doing worksheets all day.  I find I enjoy my job more and the students seem to enjoy school more when we do fun activities.  I teach the way I do because I feel that my students benefit from it, not because I will receive a reward for it.