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:
- Student Presentation on suggested alternatives to “That’s so gay!”, an expression used too often in our classrooms which teachers can help stop.
- Proposed New Summer School 2007
- Additional School Improvement Initiatives as decided at a recent School Retreat
- Proposed New Bell Schedule
- Schedule/Personnel changes to include additional sections of Social Studies
- Blocking Science/English Class for 2007-2008
- Review of New Cell Phone Procedure
- Attendance Improvements
- Signs Need Prior Approval
- 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.
Definately, we want to get the info and go, there is no doubt about that, but…
This past faculty meeting was about a lot of decisions that have already been made. This is not to imply that you have just made decisions without consultation. For instance, the new bell schedule for next year. We know that there were several people involved in creating a new schedule, you passed it to us through department leaders, who brought back any concerns, you’ve even blogged about it. You’ve given us time to digest and accept this change.
I think that if you look at the list, you really didn’t have topics that were up for discussion, other than the passes in agendas, which you asked for email feedback. Phone calls home for attendance was informational, you are doing this… The posters in the classroom, we are doing this… Changes to Social Studies, already discussed with impacted staff, and we are doing this… Signs need to be approved…
The only item that was up for discussion was attendance taking errors and people felt free to offer their suggestions as to what they do to be sure that their attendance is correct. And if you think about the way that conversation ended, it was… be sure you are doing it right, so that if you are asked, you don’t say, “I don’t know, I think they were there.” This statement by Dan ended all conversation on the subject.
I’m wondering if the time constraints are a real issue to gaining meaningful input from teachers. We’ve held an annual session the last several years in which we take a day to solicit input on similar topics from teachers. Check out this link for the details. http://findarticles.com/p/articles/mi_qa4002/is_200702/ai_n17197853. I’m happy to go into more detail if you’re interested.
Kimberly,
I don’t know exactly how you are approaching this with your faculty — or how large your faculty is — so I can only give a suggestion based on what I’ve done with large groups in the past.
Have you tried to break them into smaller groups — 4 to 6 people max — and have the small groups discuss the topic then share their one or two big ideas with the whole group?
Be sure to have someone scribing everything that is discussed so that everyone involved knows that the ideas are being recorded. This is most effective if it’s done visually — on large post-it pads, a white board, or a projected computer screen.
In what ways could teachers give you feedback? Does it only occur during faculty meetings, or would it be possible to allow written feedback either through the traditional “feedback shoebox” or through an electronic medium such as your blog or a wiki?
There is also a protocol for presenting a nearly finished concept to a group for feedback — it’s called the Charrette (you can find a copy on the National School Reform Faculty website — http://www.nsrfharmony.org/protocol/sitemap.html).
I hope this helps.
Best regards,
Stephanie
There are probably two perspectives to look at this from – relationship and meeting structure. Think I’ll take on the meeting structure and offer some things to consider . . .
How often do you meet? Are you meeting too often or maybe not enough? The agenda seemed heavy for a 30 minute max meeting.
When do you meet? Are there alternate times that would be better. I am not worth much at the end of the day and it would a bunch of chocolate to engage me after a typical full work day.
How big of a group do you meet with? Is it feasible to have multiple meetings with smaller groups (definitely a slower, more time consuming process) As your introverted friend, trust me when I say that unless I am very passionate about something, and even when I am, I much prefer to address the issue in a smaller group than a large one – even on a high confidence day, especially if I feel my boss already has a predisposition to a avenue different than what I would do.
Do you call people out? Reading body language you can usually tell when someone has something to say – ask them and be ok if they say no – then offer the opportunity to speak to another, and another. Heck, I have been known to plant a few just to get the conversation going.
Can you have others present and you sit back to listen – an “other” may be someone who worked on the proposal or has a particular expertise or stake in the outcome? Another take would be a facilitator.
My meetings go in cycles and there is a particular one right now that I have wondered if the attendees are getting value out of anymore. I am not sure that I am. We meet tomorrow and I already gave them a heads up that I am going to ask them what they want to get out of the meeting an dif they are getting it. I am open to restructure if necessary.
Hey, if all else fails, provide some food! Have a great night.