Pedagogue Blog

There are many external influences that impact public education. In this series the top four will be reviewed including the influence of professional education organizations, the involvement of parents, the businesses, and the federal government and court systems. For this part professional education organizations will be discussed to reveal their direct impact on public education.

There are two major professional education organizations to which teachers can belong: the National Education Association (NEA) and the American Federation of Teachers (AFT). These are discussed in greater detail in subsequent chapters. Teachers can belong to these national organizations by becoming members of local affiliate associations. The prominence of teachers’ professional organizations, and teachers’ voices in educational concerns and policies, has increased in recent years. The NEA and AFT affect policy at the national level and are influential due to their large membership numbers and their ability to convince members to vote for or against a particular political tenant. Locally, teachers’ organizations have been particularly effective at influencing policy and decision making, largely due to approaches such as threatening to strike if their demands aren’t met or if their concerns remain unheard.

Many teacher associations have come to fulfill the role of official bargaining agents for their members. Several of these associations have insisted that certain issues, such as professional salaries, curriculum creation, class sizes, and professional development, become part of the collective bargaining process. In some instances, teachers’ attempts to negotiate working conditions have not been met favorably by either superintendents or local school boards. This situation has been ameliorated somewhat by the provision of site-based management and decision making. This concept dictates that because most changes must occur at the school level, most decisions should be made at that level as well. So, budgetary and administrative decisions are made at the school level, with the administrative team seeking input from their teaching staff. The site-based decision-making model has increased the power of teachers to effect change within their direct work environment.

You’ll likely belong to a local affiliate of either the NEA or AFT. It’s imperative that you use appropriate channels to voice your concerns as an educator. Attending local meetings to be aware of current issues and trends is an excellent way to be knowledgeable and to make informed decisions pertaining to your career. You could consider running for office in one of the local chapters of your teachers’ association. You may also wish to join a school-based committee to take part in site-based management, to determine how funds will be spent, or to have a say in how educational policy will be interpreted in your school.

School officials, the local superintendent, and the school principal are not the only influences on your career as a teacher. Many other interested parties can impact what you do in your classes. Therefore being aware of the potential professional education organizations that are available or affiliated with your public school system can aid in your involvement as an Educator or community leader. Professional education organizations are only one type of influence, hence continue to read about the four influences on public education.

On the local level, educational governance is organized into four levels including the local school board, the local superintendent, the local school district, and the principle. This article highlights the details of the school principle and the essential role they have within the educational system.

The principal is the ultimate authority at the school level and is responsible for governance of all aspects of the day-to-day operation of the facility. Principals report directly to the local superintendent or one of the deputy superintendents. High schools and middle schools may have an administrative team composed of a principal and several vice or assistant principals. While some elementary principals may have an assistant principal (depending on the size of the school), they frequently work solo and may be in charge of more than one school building. The job of the high school principal is generally considered the most demanding of the three and, consequently, high school principals are often paid more than their elementary and middle school counterparts.

Principals are expected to be instructional leaders in addition to carrying out other administrative duties. Like the superintendent, the principal is expected to be an educational generalist. Principals set educational standards and goals, establish school policies and procedures, supervise teachers and other personnel, monitor student progress, ensure appropriate record keeping, and act as a liaison with parents and other members of the community.

In the process of setting school-level policies, principals sometimes call for input from faculty/ personnel, and sometimes do not. Because they are ultimately responsible for ensuring that policies are observed, they must clearly communicate policy parameters to their staff and defend or explain policies to the public. Principals must thoroughly understand their school’s individual mission and ensure that policies support it.

One of the largest duties that a principal undertakes is the supervision and evaluation of professional and paraprofessional staff. Principals are also key players in the search, recruitment, and interviewing process for new staff members. They assign teaching duties, establish schedules, and when necessary, appoint staff to various committees. Principals are responsible for informing their staff of recent developments at the school level and other important information, and this is mostly accomplished through scheduled staff/faculty meetings. These meetings also allow principals opportunities to request input into the decision-making process from school personnel. Principals are instructional leaders who often observe teachers and offer feedback and advice for improvement. They expect that teachers will keep them apprised of any out-of-the-ordinary occurrences in their classes that need the principal’s attention or input.

Principals are the final authority on administering student discipline within the school. They also have the last word on student assessment and grading. The principal has the right, in most schools, to overrule a grade assigned by a classroom teacher. Principals, sometimes in concert with other professional staff, decide if students will be retained in their current grade level or will be passed into the next.

Principals create the schedule for the entire school year, assigning teachers to classes and establishing all classes within a set time frame. They manage school budgets, set priorities, and determine how funds will be allocated. They are also the most readily identifiable public personality of the school and are therefore the primary representative of the school, its policies, and its achievements to parents and the community at large. In 1991 both the National Association of Elementary School Principals (NAESP) and the National
Association of Secondary School Principals (NASSP) created a list of proficiencies that exemplify effective principals. High-performing principals provide extensive leadership and decision making, encouraging others to attain excellence while promoting a sense of community among all school members.

They communicate effectively and model appropriate behavior, as they involve all concerned stakeholders (parents, community members, students, educational personnel) in decision making and attempts to reach consensus. High-performing principals promote and enhance learning by supporting the development of an excellent curriculum and instructional delivery process. They supervise their staff’s professional development and encourage them to learn and to grow as educators. Effective principals also ensure that assessment measures are in place, and that the assessments accurately measure the progress of both students and staff. They organize and manage all aspects of the school’s day-to-day workings, which include staffing, making schedules, managing time, implementing policies, and maintaining the building. Principals also prepare and manage the school-based budget. Finally, effective principals are politically astute and can garner the support of key community players and deal with political issues that may arise.

Elementary and secondary schools will be negatively affected by a predicted shortage of principals in the years to come. The expected shortfall will be due in part to the number of expected retirements of current principals. A greater impact, however, can be found in the attitudes of current teachers toward the position of principal. Most teachers indicate they would not seek an administrative position, because they feel principals are not paid well enough, considering the responsibility they carry. Many teachers assert that the position demands far too much time and commitment. It is too difficult, they say, to attempt to address all the needs of the school while meeting the demands of all concerned stakeholders (e.g., parents, the local school board, businesses, and state and federal educational authorities).

As an aspiring teacher, your relationship with your principal will be important, because he or she will have a direct impact on your job. You may or may not have an opportunity to express your wishes regarding what you teach. Your principal will also visit your classroom frequently and will likely be in charge of your performance evaluation. And your principal will be instrumental in helping you to maintain discipline in your classes and will often serve as a bridge between you, and parents, and the community. A new teacher’s success often depends largely on the relationship he or she has with the principal.

Remember the school principle serves in a vital role and works closely with all internal and external stakeholders. Therefore their role within educational governance is necessary for the operation of their school. Continue to read articles in this segment to learn about the other levels of educational governance at the local level.
What You Need to Know as an Educator: How to Deal with a Difficult Principle

Working with people can be very difficult especially if the person is your boss and you may not agree with their leadership style or discussions. As a teacher you may find it very difficult to work with your principle. Therefore this article provides tips for surviving the work place as you continue to invest in the lives of students.

Being a teacher was handsdown one of the most difficult things that I have ever done in my life. It was also, however, the most rewarding. I had excellent relationships with my colleagues and my building principals, who served as a support system during times of uncertainty and difficulty. I hope that you will have a similar experience, but I also want you to be prepared if you do not.

Your school principal serves as an immediate supervisor and has direct authority over the day-to-day management of the school. A principal can be an invaluable ally in your pursuit to educate students or can be a nuisance and make your life a living hell. Here are some strategies that you can use to deal with a difficult principal.

Take steps to open the lines of communication, and build a healthy reciprocal relationship with your principal. There is nothing wrong with appeasing your principal, and even “kissing up.” Your objective is to coexist with him or her and be the best teacher that you can be. Document every interaction between you and your building principal. If there is a problem down the line, you will have a detailed record of your interactions. Also, if your colleagues witnessed important interactions between you and your principal, be sure to record their names and other pertinent information.

If you feel as though your principal is bullying or persecuting you, try to stay calm and remain professional. Give the principal the benefit of the doubt at first, but if he or she crosses the line, it may be time to seek help. This is especially true if you feel that you have done all that you can to solve the problem.

If you do decide to seek outside help or advice, your union representative will be your first line of defense. The representative will inform you of your rights and help you devise a plan for dealing with the situation. If your principal is exhibiting bullying behaviors toward you, odds are that he or she has also bullied others. There is a possibility that your union representative has fielded complaints about this principal in the past.

If the problem does not subside with time, I would either transfer to another school in the district or simply leave. If you are not satisfied with this course of action, perhaps you should report the principal’s actions to someone further up the chain of command, but make sure you have done your part by having a heart-to-heart with your principal. Remember, it’s not your fault, and everyone, even principals, must face the consequences of their actions.

We would like to think that principals are all altruistic people who treat everyone fairly and have our best interests at heart, but in the end they are human just like us. I have seen strong relationships between teachers and principals devolve into toxic ones within the blink of an eye. The funny thing is that it was usually over some petty matter or a product of miscommunication.

There may come a time when you have to deal with a difficult principal, and I just want you to be prepared. If you implement these strategies, you should have no problem standing up for yourself. Remember why you love to teach and use these tips to deal with your principle.

On the local level, educational governance is organized into four levels including the local school board, the local superintendent, the local school district, and the principle. This article highlights the details of the local school district office.

School governance at the local level emanates from the school district office. The number of district level administrators varies, depending on the size of the district. The superintendent is located at the local school district office. Additional district-level administrators are usually organized according to the function they fulfill. School district offices will typically have administrators and staff who are responsible for finance, student record keeping, hiring personnel, curriculum, teaching and instruction, assessment and evaluation, the provision of technology and school supplies/materials, and logistics (building maintenance and transportation). Their job titles reflect the functions they perform, to include deputy or assistant superintendent, coordinators, and directors.

Many of the functions of the local district office impact the work of teachers. District administrators who are focused on teacher learning, assessment, and evaluation directly influence the work of teachers with their students. Many local districts have curriculum specialists who oversee all matters related to curriculum and instruction for the district. They may be responsible for providing professional development opportunities by organizing workshops and ongoing training sessions relevant to the curricular needs of teachers. They are often in charge of organizing various curriculum based committees, as well as supervising the development of guides for local implementation of curriculum. These guides are typically organized by subject and may include appropriate outcomes and guidelines, possible topic areas to be covered, and sample assessment practices.

Local district staff is required to develop appropriate assessment measures to determine if students are meeting state standards by testing progress at several designated grade levels. They must also collect statistics (often based on student grades/achievement) to determine the effectiveness of instruction in the district. These data are required by different agencies at the federal, state, or local level.

Local school boards have been fixtures in the U.S. educational system for over a century, and they are responsible for representing the will of the people regarding school district governance. As a teacher, it’s a good idea for you to learn more about the school board’s duties and how it affects your day-to-day job. Even before you can be hired, the principal must present your credentials and a recommendation for hire at a local school board meeting. If the board decides that hiring you is not in the best interests of the district, they will reject the principal’s recommendation.

School boards also affect you as a teacher by implementing educational reforms such as student testing and graduation requirements. You should be aware that many school boards micromanage school system operations, and at times, they can make decisions that are merely political and have nothing to do with the best interests of the district’s students. This happens more often than one would think and can lead to a toxic work environment.

The local school board shapes curriculum and creates policies and procedures but also must align them with state and federal mandates. It will be helpful for you to know who sits on your school board and to make sure they know who you are.

The local school district office is the essential support of the superintendent and directly impacts teachers. Therefore their role within educational governance is necessary for the improvement of school systems. Continue to read articles in this segment to learn about the other levels of educational governance at the local level.