Rebels with a Cause (Teaching Well In Spite of Orders)

Many, many thanks to Mindstep blog for the wonderful post "Why Getting Rid of Bad Teachers Creates More Bad Teachers."  

Not only does the writer challenge the too long unchallenged myth that the majority of practicing teachers are "bad" or at least incompetent, but also hints at what might be one of the major causes of poor teaching in America: ill-conceived administrative restrictions.

It sounds paradoxical that those charged with being educational leaders in their buildings or districts may actually be impediments to quality instruction, but that is a truth many of us in the field have to deal with daily.

I've had many discussions with outstanding teachers around the country (Teachers of the Year, Milken Educators, NBCTs, and so forth). It always amazes me how few of the teachers being recognized for their accomplishments in the classroom can brag on the support of their administrators. Much more common are stories of subversion, sneaking around policies, breaking the rules, being the "odd one" on the faculty. 

Those of you who've been in that position know what I mean. I've been in it myself many times. I remember one year being commended because a higher percentage of my students had done well on the state literacy test than the previous year and the average score for the group was higher as well. Yet, within a few days, I received a memo that the district had hired a new consulting firm, and I was to stop doing what I had been doing and follow only the classroom activities in their manual. When I reviewed the items, I realized they were of poor quality, and would probably set my students back from where they were. I made a conscious decision to ignore the directive. Now, that's not a light decision in a place where collective bargaining is illegal and there is no tenure for teachers. I had to use a good deal of subterfuge to get through the year, fortunately (actually unfortunately) my administrator did a lousy job of supervising and really didn't know what I was doing most of the time. That year, my students performance got even better; and the consultants got all the credit.

I don't disparage those teachers who do what they're told. It's no small thing to ask people to risk their livelihoods and their families' financial well-being or health benefits.

The real question is: Why should teachers, especially those who have proven themselves effective, have to choose the path of civil disobedience to do what we have been trained and hired to do?

Anybody know the answer?

Comments

[CohenD]

Well sure, Renee - the answer is, we shouldn't have to choose. But I can confirm the pattern that's causing you concern. As a support provider for national board candidates, I used to hear sad stories about elementary school teachers in particular having to deceive their own school and administration in order to provide a balanced education for their students. They were trying to fit in various types of lessons for a generalist certificate, but they were expected to deliver the district approved scripted curriculum in order to raise test scores.

I am starting to think that the tipping point in combatting this problem will be reached when we do a better job of enlisting parents to our cause. Perhaps it was naive of me not to realize that sooner. To that end, I aim to get more involved with parents at my school, and with the PTA overall.

[TeachMoore]

David,
Your last point reminds me that so many people who are critical of the teaching profession forget that many of us are also parents of public school children. My husband and I have had many, many experiences on that side of the equation as we shepherded 11 children through the educational journey. As I mentioned in my last post, not all of our students have parents who can or will get involved, but many do. Most parents love their children and want what is best for them; and most parents at high needs schools are grossly underinformed or misinformed about what is happening to their children. Teachers could play a real role in helping to inform and mobilize parents.

[TeacherReality]

I am one of those "rebels with a cause" that you talk about. I have voiced my professional insight and concerns about a given curriculum, but I have learned to keep quiet now. I have been silenced because of fear of retaliation or intimidation. My heart often pounds when I hear the sound of the classroom door opening. If I am not teaching the "required curriculum" I know I will be questioned and subsequently "visited" numerous times in the future. For many teachers, it's just not worth it. Teaching has become extremely oppressive. I feel I have to lie and sneak in order to do the right thing for my students. I have seen numerous teachers harrassed for stepping out of line. As a matter of fact, it is often the really excellent teachers who are harrassed the most. It has become a very hostile world in which we work.

[Kali Kurdy]

A little bit of rule "bending" is often necessary to do a good job of teaching all your students. I have yet to find a manual or set curriculum that addresses all my students' needs. Sometimes they simply need to be taught and stimulated in a different way. I wonder what kinesthetic learners are going to do in this environment of NO field trip money, costly extracurricular events, and set curricula.

[Jose]

Interesting perspective, Renee. Thanks to the way administration is viewed, the modus operandi for most teachers is to close that door and teach. It sounds courageous at first, but there are a myriad of issues at play there. First, it sends the message that the teacher's not open to critique or constructive feedback of any nature. Second, it means that the administration can't be trusted to play that role. I find often that administration may not understand instructional practice and only look at elements instead of the holistic.

It's further exacerbated by these pseudo-experts who the district hires to "help" your instruction. They're really good salespeople, but districts often forget how to differentiate for all teachers.

Again, good post.

[Chris Lehmann]

It's interesting... I chose, while I was in the classroom, to put myself in a place where I was supported by my administration to be a big dreamer.

When I moved into administration, I have always tried to make my first goal to support my teachers on their path.

What I have seen in education, from the administrator's chair, is how much pressure there is *not* to do that. We have to find better ways to break down the barriers between teacher and administrator so that the process of building great classrooms and great schools is more collaborative and much more trusting.

[TeachMoore]



Chris,

Thank you so much for sharing
that. Youre right; there are too many barriers between teachers and
administrators. The line between those two roles should be much more fluid, and
the communication much more open and respectful.

Renee

[Mario Patino]

I'm fortunate to have an administrator who empowers me to "try" things. This often puts me at odd with other teachers who love to cultivate the status quo or treat this profession as just a pay-check. To this day, I'm not sure what strategy is the most effective....this is why I keep trying new things. So to address the main question of this blog.....as an artist, you have to make the best of the canvas your are given......

[bba]

i am much delighted to read the post