From: klf@cbnewsi.cb.att.com (karen.l.fenton)
Newsgroups: misc.education
Subject: Re: I won
Date: 12 Nov 92 19:10:08 GMT
Article-I.D.: cbnewsi.1992Nov12.191008.20343
Distribution: na
Organization: AT&T

In article <75720022@hpl-opus.hpl.hp.com>, donp@hpl-opus.hpl.hp.com (Don Pettengill [CT R+D]) writes:
> In misc.education, klf@cbnewsi.cb.att.com (karen.l.fenton) writes:
> 
> > > 	Sit in on classes, and hold teachers accountable if they are teaching
> > > poorly (as well as reward those who are teaching well).  I.e., get some
> > > idea of what is going on in the school(s), rather than just going to 
> > > the appointed board meetings.
> 
> > This is absolutely precluded by most union contracts I've seen.
> > And even if (IF!) one were allowed to do this, I'd like to see
> > a show of hands from all of you who feel that *I*, a software
> > developer with no training whatever in education methodology, classroom
> > techniques, psychology, or staff development/evaluation, should be
> > allowed to sit in and formally evaluate teacher performance.
> > 
> > Thanks. I didn't think so.
> 
> I could not disagree more. Company CEOs *should* spend time on the
> factory floor. Our legislators *should* spend time living with (and
> as!) ordinary people. And school board members *should absolutely*
> personally acquaint themselves with what is going on in the classrooms
> of the schools they run. As for "formally evaluate" - perhaps not,
> particularly at first. But I would hazard a guess that a ten-year
> board member who sits in on classes several times every week, would be
> much better clued in to the educational process he or she is
> overseeing, than one who has never seen the inside of a working
> classroom.
> 
> > It's all *so easy* when you don't know the laws or limits, isn't it???
> 
> First should come an understanding of what needs changing. For
> gathering information, *nothing* beats the first-hand experience.
> As for the "so easy" potshot, perhaps you are one of those whose job
> is to make it "so hard"?      ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
> 

No. My job is software development in private industry.
My elected, public service position is school board member - unpaid.

I think I have a better understanding than most people about what needs
to change. BUT - knowing the things that will impede your ability
to make that change is essential.  
The point I made was this: your suggestion is illegal.
If I do what you suggest, we will be in court and the district
(taxpayers) will pay legal fees and penalties - in a matter
of weeks. That's the reality.

First: board members do not run the schools. Our legal
responsibility is to *see that the schools are well run*.
There is a big (BIG) difference.
You could make the analogy that stockholders shouldn't monitor
and evaluate the line workers.

Second: The school "CEO" is the superintendent who does, in fact, sit in
and evaluate teachers. He/she is qualified*. Board members are not.
And I personally think that no one should serve on a board
for 10 years. (same logic that would limit terms for any 
elected official) The superintendent *runs* the schools,
based on policy developed by the board of education for
that district.
In other words, the community defines its expectations through
policy and the professional employees carry out those expectations,
and (we hope) deliver the expected results.

As a board member, I am personally acquainted with all
aspects of what goes on in my district, legislation which
affects us, and trends/expectations locally/statewide/nationally.
That still doesn't give me the right to sit in on Mr. Pettigrew's
class and decide that I don't like his style and he should lose
his job. And *even if I'm right* I shouldn't be allowed to
do that because I am an ELECTED OFFICIAL - answerable to some
faction of the electorate.  Now I *happen* to be very
pro-education and honorable, but *how do you know*???
And how do you control the next schmoozer who says all the right
things and gets himself elected,then proceeds to 'get'
everyone he dislikes?
The public is FULL of 30-second experts on education who
actually believe their superficial examination of the 
PROBLEMS FACING EDUCATION (Time magazine, usually) qualifies
them as knwoing JUST WHAT NEEDS TO BE DONE. Most of them have
never been inside a classroom since they graduated, but they
picked me. Or you. Or someone else about whom they know 
only the public persona. And that's why we have contracts and
legislation limiting the power of school board officials.

I spend an average of 3 nights per week plus one day on the weekend
dealing with the business of this position. Figure it at about
25 hours/week. In the month of November, I have meetings on 13 nights.
(There would be more but the election day and Thanksgiving holidays
get in the way.) Learning that the rules are different for 
public employees is very frustrating for people used to the
practices of industry. I've learned those rules because failure to
do so will compromise every positive thing you try to do.
I won't break the law - it just doesn't pay. The trick is to 
learn how to achieve the results you want *within* the 
legal boundaries set for you. - Not an easy thing to do -
and impossible if you just wave your hands and say "Well, you
SHOULD be able to do ___________".
The saying in NJ is "what the unions can't get at the bargaining
table, they get through the legislature" - and it's TRUE.
And one of the things they use to convince the legislature 
to draw the lines tighter is the example of people violating
existing lines in the name of good intentions.

I'd like the luxury of being idealistic, but in my position,
I *have* to deal with the realities.

Karen

                                          *presumably
Newsgroups: misc.education