Entry # 1: The "star system"
disempowers teachers and kids
Today our staff reported back to school for a series of meetings and planning
before school begins on August 31. At the top of our agenda my principal
had placed the following quote:
When an archer misses the mark he turns and looks for the fault
within himself. Failure to hit the bull's eye is never the fault of the
target. To improve your aim, improve yourself. --Gilbert Arland
On the surface this quote appears to point fingers at teachers who make
excuses about why their children aren't achieving, and I suspect that's
what my principal had intended. However, as I thought about it further,
I believe it is more about leadership. A good leader does what is necessary
to be successful, and when he isn't, he looks to see what he can do differently
the next time. He makes it possible for all of his followers to succeed.
Although I generally believe I am a leader in my school and my classroom,
I wonder if I am doing the best job I can to help my colleagues and students
become leaders as well. I think part of helping my students gain confidence
as learners requires me to give them opportunities to lead in my classroom.
A teammate of mine who happens to be a fantastic teacher as well as a close
friend has been feeling unappreciated and unrecognized for her efforts.
She rightly observes that a very few people, myself included, receive the
lion's share of responsibility and recognition in our building. She maintains
that if you never give the rest of the staff the chance to take risks and
responsibility, they will either give up or go elsewhere.
Although I have worked hard and legitimately earned the attention I've received,
I see the problems associated with making just a few in the group the "stars."
Not only do I end up with a heavier workload than most people, but I think
the rest of the staff gets tired of hearing about what I or other "stars"
have done in their classrooms. It puts us in a position where people resent
us and damages our ability to collaborate effectively with others.
How many times have I done that in my own classroom? I try always to be
fair, but in the end, don't I still give some kids leadership opportunities
throughout the year while the others never get a chance to lead? I have
been unintentionally creating a class divide between the "good"
kids and the "bad" or mediocre kids, and the good kids get better
while the rest stagnate or regress. It comes down to trust, trust that all
of my kids, with appropriate support from me, can eventually do any task
I assign them.
If all of my kids are to feel empowered, able to succeed in my classroom,
then I must go beyond lip service and put my beliefs into action. Everyone
has a place, everyone has something to share with the group, and everyone
can succeed. I've realized that goal for myself, now it's time for me to
help all of my children do the same.
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Comments:
Ellen ... I totally concur with your appraisal of the "star system"
that can
happen in a school setting. I, too, consider myself a leader in my
building (I teach reading w/ grades 7&8 in a middle school in Oshkosh,
WI) and I have gotten a reputation of being an educational "rabble
rouser" on staff. I work closely with my principal on projects that
will
improve our site, our latest being a "Culture/ School Climate
Improvement" project. This colleagial relationship w/ "the boss"
has
gotten me in a few uncomfortable situations with my teaching colleagues,
but after 16 years of doing what's right for kids in MY classroom, I
feel it's my responsibility to expand the "improvement efforts!"
Good Luck this school year, Ellen!!! I look forward to reading more of
your entries! :)
Ralph A. Thiel
Carl Traeger Middle School
Oshkosh, WI