Chapter_7

=// To Teach: The Journey of a Teacher //=

Chapter 7: Working in the Gap: The Mystery of Teaching

Ayers discusses the art of creative insubordination; an issue that Robbins and Alvy also brought to life in their book, // The Principal's Companion. // For both teachers and principals, this "art" is a delicate balance between doing what we are told to do, but also doing what is best for our school and students. As a future leader, where is this delicate balance, and have you experienced this either positively or negatively?

(ODonnell): In this chapter, Ayers makes the statement, “We claim to be giving students key skills and knowledge, and yet we deny them the one thing that is essential to their survival: something to live for” (p. 151). This statement emphasizes the need for a balance between the theoretical practice and emotional practice. Obviously the balance is extremely important for our students success. As a leader, it is important to be aware of this. Obviously, you want teachers that can make the ethical choice of when it is appropriate to practice creative insubordination.

(Pfaff, N.): In the beginning of chapter seven Ayers states, "Teaching is a highly personal and intensely intimate encounter" (p. 135). I thought this was an outstanding way to start this chapter it really pulled me in. In relation to the question, I feel, this quote speaks volumes to making difficult choices. We all have been placed in a situation where we need to either do what we are told or what we feel is best for the kids. Typically in this situation I just do what I am told. Though, I feel I do this because I am not the leader of a school building. I think being the leader would make a difference. How? I'm not really sure. I think being the leader of a school puts you in charge of, not only 25 students, but 400 students and 60 some adults or more. As a principal and district, as well as building, leader you have an obligation to stand up and say something. How you will be received really depends on how you voice your beliefs. As a professional, I can't think of any other professional that wouldn't listen and consider your concerns.

(Langenfeld): I think the striking this type of balance is difficult. This year I've watched the principal at my school act as a filter and buffer between the teachers and outside forces (central office, parent demands, etc.). In this way, she's able to keep the teachers focused on the students and minimize distractions. This school has a reputation for not conforming (ex. 3 grades blended together, different science kit rotation, still infuses old math curriculum into Everyday Math). As an example, our school started PBIS this year (one of the last elementary schools to begin). The majority of the staff and the principal were not in favor of the usual token system. At the beginning of the year, we had a whole group meeting and came to consensus that they would not be tokens but rather "acknowledgments" for displaying a core trait. The acknowledgments are collected, a name is drawn each week, and the entire class is acknowledged for their effort and citizenship--it's all about the collective good. (Marty commenting on Langenfeld): Ann, I like your staff's resolution to the PBIS situation. It seems that when I have tried the token economy system in my classroom; it has been counterproductive. Students are not intrinsically motivated, and the "tokens" can get costly. I do have some non-financial rewards for the students who model the best expectations for behavior and learning such as 10 minutes of free drawing during guided reading/seat work time. They seem to have responded better to this than a trinket/token item. Has your school seen a decline in office referral or an increase in intrisic motivation in your students since starting the new program?

(Van Heukelom): I loved this quote by Ayers, "Good schools do not follow a generic, one-size-fits-all approach to education but rely, instead, on a community of people working together, figuring out how to solve problems and improve their school on a daily basis, and then gathering the freedom to act on their conclusions" (p. 147). I think this is how we find that balance - realizing that no two schools are alike and working with other people to ensure the best for our students. I can see how creative insubordination could be negative because each person has a different perspective on what is "best" for a student or the school. What one person thinks is best another person could see as the complete opposite. However, when we collaborate and put our ideas together, I can only imagine positive outcomes.

(Sebring): Katie- I completely agree with Ayers' quote... I thought the same thing. The schools who succeed do not approach the teaching or learning in the "cookie-cutter" style approach. They are innovative and creative and implement strategies that work for them. And yes, there is a fine line between doing your job well and marching to the beat of your own drum. Have I ever experienced this description... yes I have. One of the schools where I taught, it was considered (and still is) a SINA school. Assessment after assessment is what these students experienced on a daily basis. The reading scores were in the cellar and the teachers were working their tails off to help the students. A few of the teachers had an idea to take the school on an afternoon bike trip one day (what a huge logistical event). Of course the principal had to keep it relatively low key because the "powers may be" would have a fit if they found out the kids were out biking on a beautiful day on a city trail instead of the same drill and practice inside the building. The teachers designed a reading/math/language arts collaborative lesson on bicycles before and after the event. What a great example of "walking the line" and being creative, while having fun too!

(Weires): Good quote, Katie. Too often mandates are handed down (from the federal, state or district level) as one-size-fits-all fixes for schools. Your quote reminds us that sometimes the instructions we are given will not fit the needs of our school. How we deal with such mandates as administrators will make all the difference in how they are viewed by teachers and carried out in our buildings. The example Ayers gives of cutting the wires in his intercom made me think of Grace Hopper quote, "It's easier to ask forgiveness than it is to get permission" (Quote Garden, n.d.). Of course, one can only apply this on occasion. Putting yourself in a situation where you are continually asking for forgiveness isn't good. Same with the creative insubordination. I think it needs to be used at times, but if one applies this too often, one may not have a job anymore. As an administrator, what would you do with a teacher who frequently applies creative insubordination?

(Wendler): When it comes to this balance the Ayers discusses in chapter seven, I feel that the scale has been tipped more in the direction of doing what we are told to do. Because to NCLB trajectories and expectations, our days and time is more filled with expectations, which leaves less time for many of us to do what is instinctual, and expand upon teachable moments and let the children explore their own learning. As a future leader, the expectations are not going to go away, but we can help our teachers get creative by giving them strategies to maximize their time, and bring a personal touch to their teaching. This is no new idea, but if we can get elementary teachers to use science curriculum during their guided reading groups or incorporate writing into their social studies instruction, we may be able to free up time in their day to tip the balance back in the direction of doing what is best for kids. I have found that cross-curricular instruction allows for us to do more with less time. I think training teachers and providing opportunities to do this will allow for there to be a more well balanced educational experience for students in our classrooms.

Source: http://www.quotegarden.com/forgiveness.html

(Pfaff, N.) Commenting on Wendler: Great source, Dan! I also agree with you on people are doing more what they are told to do. NCLB is completely running what teachers do. And it is doing so in an way that is unrealistic. I guess we will just need to continue to work our fingers to the bone, exercise our extreme patience everyday, and lose everything we have worked for a little bit at a time. Do I sound negative? I don't mean to. I just have a strong opinion about the topic.

(Pfaff) I do believe their is always a constant struggle for balance for both teachers and principals. According to Ayers, " Education is an arena of struggle as well as hope- struggle because it stirs in us the need to look at the world anew, to question what we have created, to wonder what is worthwhile for human beings to know and experience- and hope because we gesture toward the future, toward the impending toward the come of the new." (p. 139) In terms of the principal, I feel there is so much pressure of their shoulders from their school district, No Child Left Behind, and the list goes on and on. I feel they need to be jumping through hoops around every corner. Currently being a teacher, I do feel the pull to be in this place and that, doing this intervention, and helping this group everyday. I don't know which group; teachers or principals have the worst in terms of balance.

(ODonnell commenting on Pfaff): I think principals have it worse. They are ultimately responsible for the achievement in their schools. When new initiatives are pushed on schools, the administrator needs to make sure they are being implemented.

Pfaff commenting to Weires- I agree that the mandates are handed down to the school district and they are one-sized fits all. I do not feel and I'm sure many others agree and understand that most students do not fit into this nice neat box. Also I agree with with your statement about students getting less and less time to explore their own learning. I feel that students need more time to explore their learning rather than being asked to take a test on the material and then pushed to go onto another lesson.

(Hawkins) I saw this first hand this year. In our elementary schools, they have always been on a 3 day specialist rotation with art, music, and pe. With the cuts many of our specialist teams are now traveling, so since we have site based decision making in our district we had three schools go to a four day rotation adding library as a specialist. This became very unpopular at the district office and with the specialist teams. After meetings with the principals, one school changed their schedule to meet the need of the 3 day rotation, however, the other two did not. With this has come some negative conversations between the principals and the district and also parents with the principal. I can see the reasoning for going to a 4 day rotation at schools that are 2 sections per grade level but again, what is best for kids? I commend the principal who went back and re-planned his schedule to meet the needs of his specialist team. I think scheduling is a huge balancing act for principals to be sure to keep the district office happy and have a happy staff. Cuts to our schools has only made this portion of the adminstrations job more difficult.

(Lowery): Like Hawkins, I have also seen this first hand within my district. This current year, all the high schools agreed to hold classes using the block scheduling model. After the first semester, two of the high schools have switched to a normal 7 periods a day schedule because it was not working for their students. It was an unpopular decision within the district due to the number of years that all the buildings were working under their own schedule. It does not help the school's external image that their principal was new to the district and has a reputation of improving test scores. I believe he has done more work than that, but the fact is his reputation is one of doing what has to be done for the sake of the the students, teachers and community. Also, a principal has to walk that fine line of doing what is best for their students and looking at the big picture, which is the district. For most of us, there is more than one high school in our district. Therefore, there is at least two different views on how to make everything work. A principal has to be able to compromise and get the most for their school. I feel like I am talking about the NFL/NFLPA labor stuff, but it is true. No one can speak for a school like the leader of the school, which is normally the principal.

(Wendler commenting on Lowery): Ocie do you think block scheduling would have worked out if it was given more time? Change is hard for everyone, and I have learned that people will "Buck" change until they realize it isn't going to change. Maybe going back to 7 periods was the best for kids, but if given more time maybe block schedule would have worked out well. What do you think?

(Marty) I know there are teachers who are using creative insubordination on a daily basis at the school where I work, including myself. The NCLB mandates required the district to adopt research-based best practices for reading instruction. Our district adopted the Every Child Reads (ECR) program, which has scripted strategies called read-alouds, talk alouds, think alouds and PWIM, which stands for Picture Word Inductive Model-a vocabulary development system. Teachers are supposed to implement 1 read aloud daily and 1 talk aloud weekly and 4-6 PWIMs per year. A requirement for Think-alouds is in development. We are required to turn in a log for one read aloud and one talk aloud per month as well as the log for each PWIM. I don't know any teacher who is able to meet these expectations, and most are barely keeping up with meeting the one per month requirement. None of the staff have outright said the strategies are useless, but the guidelines are time-consuming, and do not often fit in with our overflowing schedules. As a principal, I would have a difficult time enforcing an expectation such as this that I do not fully agree with. I tend to be more in support of Ayers theory that states, "Teachers are typically trapped in the role of passive recipients rather than of active creators of their teaching. Teachers can resist this by operating out of the principal of 'less is more,' deciding wht makes sense at the center of their own classroom life, and implementing that central core while resisting a lot of the free-falling, well-meaning ideas" (p. 146). I don't think we can keep adding and adding new initiatives without removing something that is outdated or we will need to consider adding hours onto our school day.

Hawkins commenting on Wendler)- Dan- I agree that giving teachers strategies and PD on ways to be creative within the curriculum is a good idea, the problem is if the state decides to count minutes instead of days, the PD days may be few and far between. This could be a major challange for us as future adminstrators.

(Merritt): Katie - I agree that you definitely picked a great quote from the book regarding this chapter. Never should there be a one-size fits all approach to education and that quote sums that up. As far as my opinion, this delicate balance is something that we will each have to feel out when we get to our schools as a leader. I think the delicate balance changes from school to school. Some schools will have district offices that will have a constant watchful eye on the schools and others will have some that say to do a certain thing and then never really check on it. It'll be important to find out what kind of school each of us has before starting to toe the line a little bit. An example I have comes from my school in which we are trying to implement the intervention time. We really felt that having a school-wide time is important rather than spread out since this would not include all teachers. The district office was against the building-wide time, so we complied, but have been working diligently behind the scenes to set up a schedule and rally the troops to make a push to the district that it is necessary. Additionally, we implemented it within the school at various times so we could get some data to provide the school to show that this program is a good idea, we have a good hold on it, so, let us do what we need to do to make it work. This approach has been successful and we are going to be doing it at a building wide time next year.

(Bischoff) Finding the balance for an administrator is a challenging thing. I have worked for a principal who did that they thought was best for the school and didn't always do it the way the supt. wanted it done. I have also worked for a principal who does exactly what the supt. says. The difference is tenure and personallity between the two principals. The first principal is a people person and the other is very analytical. I can't tell you exactly where the balance is but I hope that I will make the choice(s) that I feel are best for the students first and the teachers second. I liked Ayers comment on page 147, "Good schools are geared to continuous improvement. No school, no teaching, no curriculum, is ever perfect; good schools are places where people are neither smug nor complacent."

(Falck): Finding the balance can be difficult as a leader and a teacher. I agree with Nick, it is different depending on the building, district, etc. The two buildings I have been in have different levels of creative insubordination. One building administration and the majority of the teachers were adamant about following the rules and policies. They didn’t even like it if someone had an untraditional teaching style, while the other building allows more room for “creativity”. This issue in this building is that sometimes people have more conflict because everybody has a different opinion on what is best for the students. I believe the balance is found in what a person is comfortable with and feels is right for the students.

Lowery commenting on Wendler- I think that it would have been more effective if there was more time given to the reason for the switch and training for all staff members. It just felt like it was about the money and not for the sake of the students. As a math geek, there is evdience to go to block and stay with the traditional schedule. Change is hard, but I can see going full speed and plan to catch everyone up to speed. My heart will always look for what the kids need to be successful and not what will make the staff so happy all the times. Does that make sense?

(Jones): I think my principal has a reputation around the district for creative insubordination and because he is the most experienced secondary administrator in the district he is probably able to get away with more than some other administrators in the district. The example that comes to mind relates to the schedule changes that the district made for secondary schools to start the 2009-2010 school year. The district basically mandated that all secondary schools would start 5 minutes and dismiss 15 minutes later than the previous school year. This was designed to create a more staggered starting time between the elementary and secondary schools to save on busing costs. Issues came up regarding athletic schedules (practice time and the increased amount of time that students would miss from class when they were dismissed early to make it to their athletic contests) and the amount of time that teachers would have available after school to work with students individually. Less than two weeks into the 2009-2010 school year our principal changed the bell schedule back to what we used the previous year. Needless to say the teachers and students at West were pleased with the decision. Several months later the district announced that all secondary schools could go back to their old schedule.

(Weires commenting on Jones) - Do you think your principal would have gotten into some trouble had he not been as experienced? It takes time and experience to find out just how far and in what directions one can push before there are negative consequences. This would be tough for someone new if they hadn't taken the time to find out which people were truly wielding the power in the district and where those in power stood on issues.

(Hach commenting on Marty) - I completely agree with your statement about needing to remove something before we continue to add in more and more new initiatives. I also think teachers really struggle with implementing new initiatives well when they are trying to balance more than one new thing at a time.

(Baldry): I think it would be extremely difficult to find the kind of delicate balance needed for this situation. I think so much depends on so many different variables...the teachers, the students, the parents, the administrators (both building & district), the community, etc. What works for one teacher may not work for another; what works for one administrator may not work for another. At this point in my career, I believe I've had a lot more freedom that most teachers have. Part of the reason is that I have always taught Spanish or ESL--two classes that aren't focused on as closely as some of the CORE classes, such as math, science, and language arts. Also, I have worked for administrators who have been quite flexible and trusting of their teachers. Unfortunately, they have often been so trusting that they don't even come in to observe me teaching, which can be frustrating when I'm struggling with something or doing something great that I'd love to show off. I know there are certain administrators in the district that are not nearly as flexible as those I've worked for, and I really think it would be a bit scary working for some of them...I think I'd have a hard time always sticking to the rules and teaching by the book.

(Hach): I think every leader is going to experience this delicate balance between doing what they are told and doing what is best for their school. The thing that kept coming to my mind as I read this chapter was the importance of making sure you find the right “fit” when you take a new job. I know it’s not possible to agree with your boss all of the time, but ultimately working in a district where I feel my decisions and choices are supported and backed by my superintendent would be extremely important to me. My principal and superintendent have a very good working relationship and my superintendent trusts my principal to make the best decisions for the elementary school. I also think it helps that my superintendent takes the time to know what is going on in the elementary school which helps him to understand why my principal makes the choices she does.

(Hughes) As Ayers states, “Good schools are generally places where a lot of good teachers have been gathered together and allowed to teach” (p. 146). Good leaders have to advocate for their school’s needs and understand the district incentives and how these incentives can work in their school. The leader needs to be a filter and trust the teachers she hired to create a school culture that invokes learning. The delicate balance is being a filter and knowing you may present new ideas that can better your school. One size does not fit all. If this is the mentality of the school leader, learning will be hindered.

(Wylder)––Creative insubordination seems like passive aggression. If there is a problem with the intercom and the amount of announcements, then it needs to be communicated to the school leader. Teachers should feel comfortable bringing an issue to the attention of the administration and know that the concern will be treated with professionalism and respect. The same should be said of a principal given a district requirement. Address the issue with the central office and support your issue with reasonable support. When administration is unyielding then a decision to defy the central office or follow the directive must be made with a full awareness and disclosure of the implications to the administrator. I don't agree with subtly in leadership, I appreciate strong leadership and staff members appreciate administration that will stand up for the beliefs in a learning community.

(Wylder commenting on Hach)––Being able to trust your superior is imperative for a good working relationship and one that is collegial as well. Who wants to be a yes man? No one signs up for that job description and is happy with it, there will be conflicts, but knowing that my superior will treat me as a professional if I disagree with one of their ideas is huge.

(Griswold) The art of creative insubordination isn’t seen very often, unless we really believe in what we are doing. The most recent example of this that I have seen is when the leader of the school that I serve on the school improvement team told her teachers to hold off on administering the1st grade district’s math assessments for two terms. It was the first year for this assessment and the order was not aligned with the curriculum. The math district facilitator refused to rearrange the assessments, so the Principal made the decision for her school to not allow her students to be tested over skills that they had not learned. I was really happy as a parent of a student in this school because I would have been really anxious when my daughter performed low on this assessment.