Always at your service, Mr. Principal!
satire (I)
rt. I have been working for four years as a teacher in our school team. I've become a really well-oiled cog in the wheel. At our school always something going on. And since our school has one principal, everything runs smoothly. Decisions are made fast and pulled straight through - no more long endless discussions in the teachers' convention. Our principal says that is good, and he says, as we have to implement the vision - if we want to be an established school - and we all want! After three years, it is really so that no more negatively by disturbing questions or dissent notice.
We jump to our principal at constructive and happy when queue new tasks. We admit to our principals also like to error, because he can finally know after many years in the private sector is not exactly how it works in the school. But his experience in the private sector to bring new life to our school - he also takes the Bertelsmann Executive Board compass to help. We are now supposedly much more effective. Each month we will at least a proposal from the Cantonal Department of Education or the Director of Education conference at! It has begun a new era!
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the beginning it was not as easy for our principals. So I was very happy that he is in his part-time head teacher training module, "dealing with resistance," as he once told me in passing. Since then, he is really going. It is no longer so ugly situations with older colleagues. I have noticed how our principals older colleagues now receives very nice and thanked for their suggestions very welcome. My head teacher told me a wink that it was now "Applied OE". When I looked a little blankly, he added: "Organization Development". Well, I have no idea what is organization's involvement, but my head now grinning so much. Only the older colleagues say each: "Again made a proposal that will disappear without discussion."
We now have only rarely common conventions by which we decide anything. My head says this is resource-hungry! We also have much to do. Each of us is in at least three or four different research groups on education, PISA, Creative Commons, Christmas bazaar, IL (Individualized Learning), playground design, etc. We need to get a job or we look for in a predetermined frame itself an order. Then we work out suggestions that the others will be obliged to, or, if the school administration does not want it, then our proposal is the "standby", it said the elders.
If we then take it all together once, then these meetings are pre-structured content and time accurately and be coached by our principals or from an external moderator, Marlis Weber (Weber School Coaching AG).
We can then write to a selected topic of our thoughts on maps, like when first-graders. The tickets will be fixed to a wall. Then everyone sticks a colored dot on the map, the his ideas is the closest and a speck of a different color on the card that does not correspond with his expectations. Last time we
set us apart with our new school mission statement: "Learning - Shaping - live." In the area "make" there was a violent interaction between our principal and the caretaker. A young teacher had written on her card: "With all the students craft / interior paper airplane and sail over the playground can be." In the question period that comes before the spot gluing, then asked our caretaker, which would have got to do the "make" with the subject. The young fellow that always follow the latest ideas from the teacher education brings to our school, said: "It's obvious, each designed his plane out of themselves." "That's a little bit," said our caretaker somewhat hesitantly. Since my head intervened: "Stop! No assessment of the proposals, which destroys the whole process. I must ask you now to ask only if you know her proposal did not understand. "The janitor mumbled that it was now too stupid to spend the whole day to discuss dots, while the work is and remains at home, students sit. And then he said, all because of such a mission statement that reads eh no! Now nodded our head the caretaker understanding and said he could understand him well, but this is now a very important process for all of us which we believe we do not interrupt.
Oh - now we have worked so well, and then he disrupts the process. Well, that comes in his speech to the MAB - sorry, employee assessment.
He then said no more. But another colleague brought up. She said that she did not even place in order if we stay with paper planes, whereas in the past week, four fights had taken place on the school playground. After our principal had her longer looked directly into his eyes, he was clear: to promote "The new mission statement our \u0026lt;Corporate identity> that strengthens us and our students. You'll see, then there is less friction. Moreover, the order for a mission statement is clearly in the cantonal evaluation report to the school. We have to do. But you can rest assured because of the fighting, as we have invited the cantonal \u0026lt;Präventions-Task-Force>, and the rest, we will implement a prevention program with the consultant team of \u0026lt;Go soft>. "
But the colleague was there and said, quietly, as if nothing had happened. "For three years we have steadily lost classes due to the perpetual evaluation and quality assurance measures and the reed-days (School-based teacher training), which we then glue dots, while the achievements of our students are getting worse and increase the interference in the school routine. Our young colleagues are hardly yet to prepare their lessons seriously.
Each of them has yet to participate in several project groups. We're now on our students there and not for the school "my head was finally direktiv." This is not here, the vessel for this topic. I would not in this context, the "Then he went on a bit more friendly:" Bring your concerns but the next time in your group of classes a "Then did not! more really happy on. Despite this situation, our headmaster was allowed and encouraged us over and praised our proposals.
I heard, as a colleague whispered to her colleague: "Only three more such years with school development, then our young colleagues to functioning command receivers, our school is transformed into a laboratory for organizational development, our students learn less and less, and democratic practices die. But I think the citizens in our community to watch this waste of money and not long to go such types as our principals with their \u0026lt;Mediationstechniken> soon have to. "I think he finds my head ... no need
* * *
I was in the evening after our REED really fix snoozed. We had done really well - despite the incident. In the evening we had several really creative proposals for the implementation of our school mission statement, which we recorded in our five-year plan.
Actually I wanted to prepare the lessons in the evening for the next day, but I still had the record of our subject, "gymnastics" to write, fill in the tandem-evaluation form and manage my e-mail account. That will take some time unfortunately. It makes me sad that I will remain so little time to prepare. My friend says 24 Clock is an end to prepare, or have the students with a sleepy teacher. He's right.
I must be careful that I do not get "burn-out". My head teacher has said, everyone is responsible for themselves, we should have a way with us. The best quote, so good to us in the eye. Our next REED Day under the slogan, "build your own strength - strength to the team!". I am looking forward to it.
At 1 clock 20, I put out the light over my desk after I completed the first part of the questionnaire on tandem evaluation ...
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Students are now increasingly becoming victims of organizational development processes. This development is described euphemistically to "school development". The process extends over Europe. Large corporations such as benefit the Bertelsmann publishing house and control it. Goal of their school is not the mature and enlightened citizens. Here, "glasnost" is required! On the elementary school of the sovereign to decide! •
Permanent School Reform
rl. Since the beginning of the permanent school reforms (in the 90s) the democratic structures are systematically weakened. A key role is played by the introduction of powerful principals in the elementary schools, which themselves operate closely. This is unusual because the teachers their affairs largely governed democratically with each other. Now, without stopping and pushing education reforms passed from the outside via the school management in the schools. There is a permanent organizational development process.
Countless teachers complain that they can hardly find the necessary time to prepare their lessons solid as it ever has additional tasks (eg evaluation) or compulsory training (Super Vision, Mission Statement, etc.) are overloaded.
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How schools are destroying
So ": A majority of the schools can operate with on-board resources or organizational development, for purposes of internal training support to external organization development consultants . Fetch But there are quite a few cases where there are serious conflicts in which it is not possible without external advice. [...] Needs Then it permanent impetus from the outside "
Dalin, Per;. Rolff, Hans-Günter; Book Herbert.
institutional school development process.
A handbook. Bönen 1996th P. 337
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