Relationships, Politics, and all that Jazz

Susan and Louise facilitated an activity where we were asked to answer questions about our workplace with one-word, they collected the answers and arranged them visually on a scale of positive through negative. Even though we all work in different places it was eye-opening to find that although many of us enjoy our work most seemed to be uninspired or even unhappy in the workplace. Is this because we have high expectations? Is this because we prefer to do our work in isolation and not in teams? Is this because the structures of our workplaces are not keeping up with the expectations of our personal-professional goals and objectives? This activity was truly engaging, eye-opening and deserved much more time for I wish I could begin to answer these questions but know that they will remain unanswered!
After this week's session I read this quote by Ralph Waldo Emerson, U.S. Poet, essayist and transcendentalist (1803-1882), "People seem not to see that their opinion of the world is also a confession of their character" (Friday, Nov. 24, 2006, The Montreal Gazette) and found it extremely interesting. We had been asked our opionions of our (work) world and many of us found much of our world lacking or not meeting our expectations...many of us are unhappy with our work-world. Could our unhappiness reflect a negative outlook on life? If so, I wish to change...I want to be more positive! I was told a long time ago that it is easier to smile than frown, it is easier to be happy than sad. My husband, when I complain, tells me to look at the positive.

A short anecdote:
One of my sons, when in grade 7 did not like his drama class. At the student-led parent-teacher interviews the teacher practically ignored my husband and I and interviewed our son. She noted a decline in both his work and most importantly his attitude. He had become disruptive in class, walked in late (often with a group of friends) and did not complete his work. The teacher proceeded to let this 13 year old boy know that he was very capable of the work. She told him that she knew he was a leader and that leaders had much responsibility and that the most important choice any leader has is to choose to lead positively or negatively ...it was up to him to choose.
Today, I choose to look at life positively, to realise that I am responsible for my own feelings and actions and have the power to change!

Responsibilities Under the Education Act

Responsibilities Under the Education Act

Roles and Responsibilities

1. Principals and Administrators
2. School Board (AJDS schools) or Governing Boards
3. Students
4. Parents

Message from the minister is “an act of sharing” with the public. The Minister started “sharing” with other professionals simply by writing and publishing the “New Provisions on the Education Act.

Schools 3-fold mission: to Educate, to Socialize, to Qualify

Education project now based on the analysis of the situation (needs of the students, challenges tied to student success and characteristics and expectations of the community.

1. Success Plan:

• Approved by the governing board
• Include measures to be taken
• Methods for evaluation

2. Accountability to parents and community

• Educational project and success plan to be made public
• Report on the evaluation of the implementation of the success plan

Sharing Responsibilities: A Professional Story

Committees, Boards, Administrators, Educators
and their responsibilities
A professional story

An educator was asked by her children’s school to be the chairperson of a sub-committee of the education committee. Wanting to help the school, its students and especially her own children she accepted the responsibility. She pulled together a group of interested and invested parents, teachers and administrators. The committee met regularly. They conducted a survey to look at the current activities offered students, the methods and practices of the teachers as well as the parents’ expectations. They conducted research into different methodologies, processes as well as classroom and school-wide organization for their domain. They visited other schools both in-person as well as virtually (on the web). They consulted academia at the local university and through readings from professional magazines, news media and books on the subject. From all their work the group created a document outlining a series of recommendations and suggestions for improving the education and socialization of their students in the particular domain. One could also say that implementing (most if not all of) the recommendations would help to qualify students for both further study and ultimate employment. The committee presented their report to the school principal, administrator, school board representatives as well as the would-be affected teachers (at least one of whom was on the committee). The presentation went extremely well. The committee was commended on its hard work and the principal stated that most of the recommendations would be implemented the following school year while others would take up to three years to implement. The committee chairperson was thanked and felt that all the work was worth it, that change would be forthcoming. Summer was here and it was time to enjoy the sunshine and time off with her family.

August was almost over and school began. The educator and her children went back to their respective schools. Towards the end of October (almost a full two months into school) the educator was faced with a very frustrated child. The class in the domain that the educator had worked tirelessly the previous year to improve frustrated the child. The educator called the school principal and asked if any of the recommendations had been implemented as had been discussed. The principal replied that at school’s commencement the classroom teacher felt them impossible implement.

What is the educator to do?
What should the principal do?