At 05:30 PM 11/7/97 +0000, Scott Ott wrote:
... snip ...
>Rub # 3: It is possible that the district may receive more revenue this
year than anticipated...a windfall of sorts. However, the board has made no
commitments about what to do with the extra money. If they don't give it to
the teachers, they will cry "foul". If they do give it to the teachers, the
public who voted against a pay raise may feel subverted. (Of course, maybe
they don't care who gets a raise, as long as it's not from a tax hike.)
>
>The big question: Given that political and social morass, how can the
district appropriately and genuinely recognize the sacrifice, commitment,
dedication and caring of our staff?
>BTW, American Education Week starts Nov. 16, 1997.
Hi Scott -
A couple of quick thoughts in response to this fascinating dilemma. As an
aside, what is your role in this school system? Not sure it has real
bearing, but it would help round out the picture.
First, I think a substantive effort that is collaborative, comprehensive and
long range should be initiated. In order for it to be most effective, I'd
say it probably ought to be spearheaded by a citizen group that advocates
for improving, enhancing, promoting education in your town or area. This
should become an ongoing effort with the kind of basic planning that
includes a concerted 'visioning' process.
Second, and this ties into the first, whoever is influential in town needs
to help paint a clear picture of Board of Ed responsibilities. That is to
say, someone needs to help the board understand that the needs of the
district often dictate that they make decisions that could be unpopular. I
say this is tied in with the First item above because the voice of reason
from a large enough number of people (read: voters) can empower them to do
the right thing.
Third, a collaborative cohort of people, - again, the most credibility would
probably derive from a grass roots rather than an internal effort, e.g.,
PTA, sports council, room mothers, regular board attendees, a retired
teacher or administrator with a loyal following of past grads - might seek
data (it ought to be verifiable/substantiatable) from the teachers that
demonstrates how much money they typically take from their own pocket to
support what they are trying to do in the classroom. If it is anything like
some of the dedicated [elementary] teachers in my town, it is a figure that
easily hits four figures in any given year. There should be some inferences
that people can [be helped to] draw from where the current salary dollars
actually go and why. [Looking back on this, it would be really effective if
this person were a 'friend' (there's got to be at least one!) on the town's
finance board or town council...]
Fourth, the principal(s) should [again at the initiative of the advocacy
group] invite town leaders in a concerted, thoughtful way, into the schools
on a normal day - no spit and shine, just everyday routines replete with the
wonderful 'noises' of real life and learning [hopefully] going on with a
vengeance. It sounds like they need to be hit over the head with the nature
of what it is teachers really face in the course of a workday. Presumably
they would see the intensely multi-faceted roles, i.e., social worker,
surrogate parent, police officer, counselor, sympathetic ear, thespian,
facilitator, lecturer, coach.....
Some of this can and probably should happen fairly soon - co-opting (nicely)
highly influential people, perhaps political party leaders, or business
people to motivate the Board of Ed to be brave. Oh yeah, we haven't even
scratched the surface of the discussion teachers unionized?
By the way, why not *also* look for a way to honor a variety of levels of
workers in a variety of ways, e.g., custodians, cafeteria workers, parent
volunteers. I have a feeling if there is widespread celebration around the
efforts of all the people that learn with children, the support will feed on
itself.
Sorry for the length; I just couldn't help myself... =;- ^)
Would love to hear how it goes...
John
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