Authors: Lousia Evelyn Carter
THE END
What If…..
Contributions to society made by citizens of Grande` compare favorably with contributors throughout the world. This trend is expected to extend itself into the future. But with a negative attitude toward excellence, (Grade “A” Certificate, Superior rated teacher), school pranks shows that the future of public education is dangerously hampered. Should the process used to dismiss Miss Forest be adopted by our nations? Before answering these questions consider major shortcomings in three essential areas from documents used by the administrators to determine her dismissal.
They are:
Nearly three years were used to complete the process of her dismissal. That was much too long! A veteran teacher should have been dismissed as soon as administrators determined that performance was below standard. The long wait is evidence of malfunctioning of evaluators. The major reason for that long, expensive wait was insufficient evidence. Everything was documented administrators deemed advantageous to their cause. This evidence was carefully collected because one of the best teachers was involved, so serious charges were needed which required substantial documentary proof.
From their documentation I was able to expose credibility gaps liable to endangering the public school education system if adopted.
But if evaluators had concerned themselves with seeing that no child was left behind (those three years Miss Forest was under observation) students, undoubtedly, would have shown satisfactory improvement in problem areas (reading and writing). This could have been easily been accomplished by using considerably less time than they spent collecting “evidence” for dismissal, which instead exposed their insufficiency without rigidity, students could have been taught the beauty, the importance and the effectiveness of grammar through the use of oral and written communication. Students could have been constantly reminded that the application of education, common sense, and good conduct in daily living produce good health, beauty, and wealth. This logic has been used successfully throughout Miss Forest’s career. (See student evaluations 1987-2002).
Assignment making was not in the best interest of neither the teacher nor the students. Assignments revealed a “don’t-care spirit”; no effort was made to hide that fact. “Teacher-improvement” assignments were excessive, irrelevant, and trivial. One assignment contained nearly one thousand (1,000) pages, adding more stress to a profession known for stress. Student classes were complex and multi-leveled. Thirty –four (34) students were enrolled in one of the classes, which consisted of four (4) academic levels; above average, average, below average, and special education. Although all students used the same text book, the teacher was required to make assignments suitable for each level. Lesson plans were supposed to show evidence that students needs were met on each level. But the out-of-area class Miss Forest was assigned to observe for her “teacher improvement” was different from her classes at Dromedory High. The observed class was small (17) and uni (1) leveled (advanced, AP). Much different! Why did those administrators assign a class for observation so different from the class they assigned Miss Forest to teach? Did such a class exist? That problem needs to be investigated immediately!
Prior to the out-of-area observation assignment, many “teacher improvement” conference were arranged by Mr. Murphy and evaluators to “help” improve Miss Forest’s teaching skill. There was a “concern” with her “progress”. During one of these conferences she suggested they come to her classroom and demonstrate their expectation of her, using the strategies they spoke of so highly. All refused. The ladies orally admitting their inadequacy in history; the men with an attitude of indifference. The refusal to demonstrate their expectation with her students makes a multi- statement. These out-of-the ordinary assignments had to be done or else Miss Forest would be denied a contract for the next year. But, their refusal to demonstrate their expertise in teaching skill and classroom decorum, using students they assigned her to teach – whom they were so deeply “concerned” about-was intentionally denied their model ship!!! Miss Forest was unable to determine what these educators wanted; did they know what they wanted? Yes!
Unfortunately, good teaching was not on the agenda of this public school system. The demonstrated an obsession of “collecting enough evidence to make firing justified”. After all, their top administrators in the public school system were in the “driver’s seat” of this situation. But in dealing with Miss Forest, their action is opposite the norm. So, when the occasion called for the use of the “accelerator” (good teaching) this group jubilantly applied the “brake” (firing), happily disregarding high qualification, and superior classroom performance. Why this blunder? Because they were aware of the fact that she was as good as any teacher in the system, whose reputation they carefully guarded.
Did Mr. Murphy and evaluators consider the assigned work impassible to complete? Evidently! Yet she was held accountable. What was required of her? That was never determined, fully. Since assigners were not demonstrating assignments, now making one available for her observation, as in this situation,
results
should have been paramount, foremost, rather than strategies. Lessons should not have to be taught a certain way if desired results are achieved. Well-meaning administrators often get-in-the-way of good teaching. Success with Miss Forest’s students was not impossible, even without administrative backing. For the best results, let the teacher teach! She had demonstrated good teaching forty-six (46 years) in Grande` prior to Mr. Murphy’s employment as principal of Dromedary High. This work is strewn throughout with evidence verifying that fact (see student evaluation section). From an honor graduate June 1, 1990 the following message of gratitude was written to Miss Forest:
“…. You’ve had a great influence on my high school career. In so many ways you are responsible for the symbols of honor around my neck…. I’ll always remember you. Love……”
Later in that decade, during a graduation ceremony an honor student again addressed the audience. Miss Forest was not in attendance but several persons who attended the ceremony excitedly described to her what they considered about the address that made it different from the norm. Their account is: During the address, the speaker recognized a teacher responsible for the achievement of that graduate with warm gratitude without revealing that teacher’s name. At the beginning of the speaker’s description of that teacher an excited buzz was heard throughout the audience with such words as “That’s Miss Forest “and similar words of approval and recognition of her teaching. From those two honor graduates one discerns students were exposed to quality of teaching while under her instruction. During legal proceedings an attorney called attention to the fact that fourteen hundred (1400) students were enrolled at Dromedary High School; more than eighteen hundred (1800) citizens signed a petition protesting her firing – more than one for each student. Democratic principles of our nation’s founders were ignored.
Administrators showed little support in discipline matters concerning Miss Forest. Many students were aware of that policy. Students were permitted to enter her classes late and no action would be taken when the teacher reported it. One morning a late arriving student announced that policy to his classmates. After his late entrance he asked Miss Forest whether she wanted him to return to the office for an excuse. Then, facing his classmates he bragged; “...They are not going to do nothing but laugh anyway….” That was common – coming to class later. On May 10, 2002 six discipline referrals were returned to Miss Forest, intact. For in-depth description of this action the reader is referred to Mr. Murphy and Discipline p.55.
These students were not bad! Their innocence was obvious. Miss Forest’s discipline problems were minimum, even without full administrative support. Sufficient handling of these students required a teacher with fulltime focus to the task. The students were typical; some gifted, others were average, below average, and special education students. When students became informed of Miss Forest’s unfavorable standing with Mr. Murphy some were deliberately insubordinate. One of these acts was leaving the classroom without asking permission. One student committed this act regularly. When that act was reported students were permitted to return to class without reprimand. This act continued; it was routine. Time spent from class was short, just leave and return. Miss Forest concluded this act was a game used to disrupt her teaching. She thought their aim was annoyance. Did those administrators suggest to students disobedience of their teacher? It is obvious. Two incidences which happened during the largest class make Miss Forest skeptical. One was a test of her endurance level.
On May 10, 2002 Mr. Murphy reminded teachers via intercom the term had not ended and expressed his objection to student idling. (See page 55, Mr. Murphy-Discipline). A few students did not adhere to Mr. Murphy’s request; they began talking while working on the assignment. They became louder, interfering with their classmates. Miss Forest’s effort in dealing with the problem was ignored. To prevent class disruption (34 multi-level), Miss Forest thought it was best in the interest of students doing their work to refer the disorderly ones to Mr. Murphy. After all, they were disobeying their principal and their teacher. Referrals written by Miss Forest resulted from Mr. Murphy’s strong objection to student idling. Although denied a contract with the system for the next term she continued performing as usual – first class!
Discipline is a major problem at Dromedary High. It is included in the curriculum. The discipline classroom was planned for students whose conduct was deemed unfit for regular classes. A policeman was hired for campus safety. This problem is intense.
Below is a review of the action taken by Mr. Murphy in solving the problem submitted by Miss Forest:
Mr. Murphy’s Action