Samantha and the Co-Teacher: A Saga

I have been with the same cooperating teacher for the last three semesters. This year, my teacher has a co-teacher who is a certified science teacher; however the principal has her co-teaching in an English II class. It’s obvious to me that the co-teacher doesn’t like this arrangement, nor does she have a  passion for teaching English.  She takes this unhappiness  out on the students and is completely rude to them. My cooperating teacher is having a difficult time planning lessons with this co-teacher because the co-teacher simply says “yes” to everything my teacher suggests and then proceeds to teach the lessons incorrectly. My fear, as the student teacher, is that the co-teacher is going to act in the same manner with me. Rather than working with me to teach the class, I fear that she’ll ignore what I say and proceed to teach the way she wants to.   This would not be beneficial to the students because they’re learning the wrong information. Right now I am meeting with the co-teacher every Monday to go over the lesson plans for that week; hopefully she will be more receptive to my ideas as well as my lessons. What steps would one take in this situation? What if the co-teacher begins working against me as well?

David has some new approaches to the granting of tenure

           A hot topic of discussion in the news, political coliseum, and faculty rooms across the country is the concept of tenure. The term is often misunderstood by politicians, parents, and interest groups. Many think it is a way to protect incompetent educators.  However, it is fair a system of hiring and firing.

            In an article entitled “Now Is The Time To Redefine Teacher Tenure” by Gary M. Chesley, tenure is stripped down and reformatted. Chesley first discusses the history of tenure up to present and how it has protected teachers from the malicious intent of school boards, administrators, and politicians. He mentions several changes that might help to clarify and improve the idea of tenure. These changes include having the teacher do the following:    execute three units of instruction over three years of employment;  write three unit assessments; develop and execute an annual student management plan;  receive a minimum of three classroom evaluations; achieve student academic growth in specific skills;,and keep documented contributions that not only help themselves, but the school.  After these requirements have been met, a tenure panel would review the information and decide whether or not to grant the teacher tenure. This would not only help teachers, but principals and could help often demonized unions (Chelsey, Gary 44-35). 

            I agree with the author. Tenure should be reformatted. However, I feel that additional  improvements could be considered.  Previously in class, we discussed how teachers should be paid. Tenure should include a possible appraisal or denial of monetary gain. If the teacher meets a percentage of the requirements set forth, then his/her  annual pay can increase.  That pay would, of course, be based on a configured pay scale. 

            However, I also believe that probation and protection should be reconfigured. Currently, there is a probationary period of three years and a day before a teacher is granted  tenure. This can also be adjusted.  Midway through the third year of the probationary period, the teacher should be evaluated by the appropriate administrator.  Then, a meeting should take place.  At this meeting, the evaluator should present the teacher with a specific improvement plan.  If the teacher meets the requirements of that plan, he or she will receive tenure. 

            However, if the teacher does not meet the requirements, they will remain at the same pay level for the following year and not be automatically granted tenure in the fourth year.  Midway through the fourth year, the evaluation process can be repeated.  If the teacher still has not met the requirements set forth by the district, he/she will then be terminated and encouraged to seek a teaching position elsewhere.  

            Do you agree?   Do you disagree?   I look forward to hearing and reading your thoughts, suggestions and ideas.   

Dr. Ries on Wednesday

Welcome to our ED 475 blog.    I look forward to reading about the experiences you are having, as well as your  professional reactions to those experiences, during this your student teaching semester.  Think in terms of how your can connect the theory you have been discussing in your education classes  to the practice that you are observing out "in the field."   Enjoy the semester.   Dr. Ries