G-Town Talks

Why is it that my teachers say so little at our faculty meetings? I try to keep them to 30 minutes max and limit agenda items to discussion items, taking care of the smaller, informational items via email.

Today’s agenda had what I thought were some pretty hefty items: 

1. Student Presentation on suggested alternatives to “That’s so gay!”, an expression used too often in our classrooms which teachers can help stop.
2. Proposed New Summer School 2007
3. Additional School Improvement Initiatives as decided at a recent School Retreat
4. Proposed New Bell Schedule
5. Schedule/Personnel changes to include additional sections of Social Studies
6. Blocking Science/English Class for 2007-2008
7. Review of New Cell Phone Procedure
8. Attendance  Improvements
9. Signs Need Prior Approval
10. Do we want to use a student agenda pass system?

I thought there were some significant changes there, a new bell schedule, adding summer school, blocking two subjects. Still, very little discussion other than about 8% of the faculty. Why? Is it because they don’t think I’ll consider what they have to say? Because I’m so boring there’s music playing in their heads and they only hear ‘wah, wah, wah, wah, wah”? Because it’s too intimidating to speak in front of their colleagues or to me? Is it because I work hard to meet with individuals affected by changes prior to general meetings like this one?

Or is it because the more teachers have to say, the longer it will be before they can get out of there and go home? I really care what they have to say, but feel that urgency from them to take off. I wonder how I can better initiate conversation–which is two way, not just me disseminating information, but which will take much longer.

Thanks to The Education Wonks for recognizing a G-Town Talks post in the 111th Carnival of Education!

High school principal Kimberly Moritz gives us a reminder that classroom teachers aren’t the only ones being held “accountable” in this New Age Of Standardized Testing and Accountability.