Eight Weeks Of Summer: Getting It Done
This post is week 6 of 8 in the 8 Weeks of Summer Blog Challenge for educators.
I've been doing this challenge because why not. I answer the prompts as my pre-tirement self. Here's this week's question:
How are you planning to implement change next school year?
This often depended on the change. For lots of changes, I just did it. Changing how I approached vocabulary? Just did it. Changing the reading list for Honors English? Just did it. Experimenting with my room lay out (like the year I got rid of desks)-- get help from the custodial staff, and then just did it.
My school was generally supportive of teacher autonomy in many areas (whether this was a matter of trust or indifference was always a topic of discussion), and so I was free to do a lot of implementing on my own. However, there was one element that was supremely important--
Communication.
I worked with a wide variety of principals over my career, and I can't say that any of them were that concerned with the nuts and bolts of English classroom instruction. Nevertheless, I still told them what was going on. In particular, my rule at all times with administrators is that anything that might result in a phone call had to be communicated to them first.
Everybody wants a supportive boss, but you make being supportive hard when you set your boss up to be blindsided. If she's getting a call asking, "What the hell does Mr. Greene think he's doing with CONTINUE READING: CURMUDGUCATION: Eight Weeks Of Summer: Getting It Done
I've been doing this challenge because why not. I answer the prompts as my pre-tirement self. Here's this week's question:
How are you planning to implement change next school year?
This often depended on the change. For lots of changes, I just did it. Changing how I approached vocabulary? Just did it. Changing the reading list for Honors English? Just did it. Experimenting with my room lay out (like the year I got rid of desks)-- get help from the custodial staff, and then just did it.
My school was generally supportive of teacher autonomy in many areas (whether this was a matter of trust or indifference was always a topic of discussion), and so I was free to do a lot of implementing on my own. However, there was one element that was supremely important--
Communication.
I worked with a wide variety of principals over my career, and I can't say that any of them were that concerned with the nuts and bolts of English classroom instruction. Nevertheless, I still told them what was going on. In particular, my rule at all times with administrators is that anything that might result in a phone call had to be communicated to them first.
Everybody wants a supportive boss, but you make being supportive hard when you set your boss up to be blindsided. If she's getting a call asking, "What the hell does Mr. Greene think he's doing with CONTINUE READING: CURMUDGUCATION: Eight Weeks Of Summer: Getting It Done