Starlight in the Ring (25 page)

Yes, I confirm this in my mind.

“And then Baker formally raised her concerns, detailing excessive lesson observations, an unconsidered Portfolio of Evidence, ill health due to pressure of the observations and portfolio re-organisation, and the refusal of the Academy to recommend that she receives her licence to teach here. The Academy’s Head of Education replied to Baker, stating, ‘It was clear that you were on the part-time assessment programme, and as such would only be assessed, and not mentored by our representative.’ The Head of Education explained that additional lesson observations were required, as Baker had not met the ‘required standards’.” Mr Van Vuuren raises both index fingers, and wiggles them to indicate open and close inverted commas, as he read the final words.

My attention is drawn to the ‘required standards’. I remember what Lottie said about the authors of the Apartheid Laws in South Africa, regarding the education provision for the natives. Actually, they meant my mum, dad and then me. They had some reservations about us achieving a ‘certain standard’ of academic education. They must have been concerned that when the natives received a ‘high’ standard of education, no one would be available to do manual labour in their communities.

However, what does this have to do with my ‘required standard’ to obtain a licence to teach here? I quickly dismiss these thoughts as they fail to give me answers: I must have drifted away for a while. I try to listen attentively to Mr Van Vuuren’s deliberation:

“So it was necessary to gather more evidence of her competence in these groups. The Academy offered Baker an opportunity to defer her programme in light of her ill health, to allow her to find an alternative school and complete the assessment fully in a different context.”

The Academy seems to be portraying itself in a way which makes it look great. This report is worded in such a convincing way that everybody reading it would believe them.

“Baker notifies the Star Academy that she was unhappy with this outcome of the early investigations. The case proceeded to the second stage and a hearing took place after two postponements by her. However, the case review panel found no evidence that Mrs Arno had not supported Baker. The tutor had given advice beyond the requirement of the part-time assessment route. I can see plenty of evidence to support the Academy’s views,” adds Mr Van Vuuren.

As they continue flicking through these massive folders, I start feeling drowsy, and I hurt inside.

“Baker should have known all the assessment requirements of the Academy without being told. She did not request a change of assessors. There were problems with her Portfolio of Evidence about which she had been advised several times, for goodness sake! The number of observations was not excessive: it was just right for her.”

I try to keep myself awake, pinching the back of my hand slightly. I feel like screaming, “Liars! You ignored all my requests earlier on!” but I can’t. I listen to them misinterpreting everything deliberately to justify their findings. I can’t stop them, argue or clarify the information they are presenting. I am very hurt. This is unfair.

Mr Van Vuuren continues, “The Academy suggested again here, that an experienced mentor, with no previous connection to Baker, assess her. She must provide medical evidence of fitness before any further employment in a school. The Academy was also willing to assist her transfer elsewhere for assessment if she wished.”

At this point, Mr Van Vuuren stops and stares at me asking, “So, what did you actually want, Baker? What are you doing here? Have you come to waste our time?” Mr Van Vuuren then scans around the panel members, asking, “What do you think of this, colleagues?”

I feel tears gathering in my eyes, ready to flow down my
cheeks. I try to hold them in, but fail, and they start rolling down my face. I reach out for my tissues, and wipe myself discreetly.

Mr Van Vuuren should not treat me like this. He knows that I won’t reply. He seems to be provoking me to anger so he can cause more trouble for me, and maybe get the police involved. I bite my lower lip hard this time, ensuring I keep quiet.

“Baker’s lawyers indicated that she wished to proceed to the third stage of her case. The hearing took place, and Baker attended with her Teachers’ Association representative. Why she got these people involved, I can’t tell. What powers do they have? They are there to cause trouble. They know we don’t recognise them, yet they won’t give in. They can’t meet our set objective - to prove that they represent a two-thirds majority of the teachers here.”

“They are powerless, Dirkie,” Mr Burgher responds, laughing.

Mr Van Vuuren, flicking through the documents again, continues, “The outcome of this stage was notified to her lawyers. The Appeal Panel found that the previous panel had cleared the Academy. It confirmed the Academy to have followed appropriate procedures, and upheld its findings. No evidence of bias was found, and the Appeal was not dismissed. It reiterated the offer made during the second stage to enable Baker to complete her assessment, and achieve her teacher licence. Regardless, Baker proceeded to the fourth stage with her concerns. Why did you do all this?” Mr Van Vuuren asks, aggressively this time. “You are very stubborn. That’s not a characteristic of the good teacher you claim to be. You should be meek, and accept our criticisms.”

“Sir, I believe I have adequate written evidence to prove my case. Should anyone of you have time to look at it, and compare the contradictory statements made by the Academy, you would see that they are wrong, and I am right.”

They seem to lack understanding of my main concern,
I remark
internally.

“You sound bold, young lady,” says Mr Burgher.

Mr Van Vuuren says, “This report involves the Star Academy’s Board, later that year. Again, Baker attended with a representative from her Teachers’ Association. It suggested that an Independent Assessor should review Baker’s performance. However, by that time she was outside the government rule that a licence must be gained within a certain period. This outcome was notified to Baker by letter, which asked her to respond to the offer. Why did you ignore this opportunity, Miss Baker?” Mr Van Vuuren asks harshly.

“Firstly, I needed the Academy’s responses to all my concerns. Secondly, I expected them to accept their mistakes, offer me an apology, and then emerge with a reasonable, achievable solution. It was unfair to expect me to comply with the Academy’s proposal prior to addressing my needs.”

“Unrealistic, Baker – your dreams misled you,” Mr Van Vuuren says, shaking his head in disagreement. They talk among themselves softly in Afrikaans. I can’t hear them, but there’s no reason to worry about it, as I will be told the final outcome.

“Finally, the Academy sent Baker a Completion of Procedure document,” reports Mr Van Vuuren.

I feel exhausted. I want to have a break, and a glass of water. I’ve had enough grilling, but I can’t ask, and I’m afraid of what they might say.

Mr Van Vuuren goes on to explain the responses of this Review Panel.

“Baker’s scheme application and a copy of Completion of Procedures were received by this office with no other enclosed documents or details of the case. The Scheme Application Form stated that certain lawyers were representing her, and would shortly provide the details of the case. They did not do this until our office sent a chasing letter. The lawyers then indicated that she was no longer their client. We received copies of her
documents that did not set out her case details. We wrote to her seeking these. She responded, giving her explanation, and we were able to commence our review, and issued its draft decision. The Academy confirmed it as being accurate. Baker commented on the decision.”

“Did we consider Baker’s comments, before we made our final decision?” Mr Erasmus asks, appearing concerned at this stage.

“No, there was no need, Mr Erasmus. We don’t allow people to defy our authorities here. This matter shouldn’t have reached this stage in the first place. Our Assessors take decisions about who to let through, and which students shouldn’t join our teaching staff. This is simple to understand. Not every native should be a teacher. I hope you will agree with me in this. You know the ‘complications’. For your own information, Ben Schoeman Skool offered Baker a teaching assistant-ship after finding a suitable teacher for her post. She rejected it.”

I know what they’re talking about, and I’m surprised that they know about it. Who informed them? I remember my dad’s warning: he always said, “Betty, you can never win.”

“After lunch, Mr Burgher will take us through the details of how we reached our conclusion about this case. Baker, be back here for three o’clock,” Mr Van Vuuren commands, piling the documents on the table.

“Yes, Sir,” I say, blankly. I pick up my handbag, sling it over my left shoulder, open the door, and walk out, following the exit directions through the long corridor. My mouth is dry. Anger flashes in me like a hot wave. I feel dizzy. My God, I shouldn’t pass out! I have never felt an emotion manifesting itself in such a drastic way.

All my childhood pressures come to the fore. I have no desire to continue this kind of life. I need change. I want a life I’ve never experienced before. But who will give me, it? I want to be recognised, and treated well.
Greg, you’re my only hope.

With a dry throat, and feeling rather hungry, I walk to the nearest café, and buy myself some sandwiches and a can of coke. I go to the park, sit on the bench and eat. The weather has changed, and it feels chilly. I look at my watch – it’s half past two. I return to the office, and this time Mr Burgher leads the hearing:

“I’m going to give you a summary of the evidence that we gathered to inform our decisions. Should anyone wish to speak, do let me know,” he says. “Betty Baker complains that the Academy failed her assessment for upgrading her teaching qualification to teach here within the required timescale.” Mr Burgher pauses, looking up at me. “You still feel the same, Baker?” Everybody is quiet as they wait for me to respond. I’ve missed the question, as my mind has wandered off.

“Y…yes, Sir,” I reply, my eyes widening with apprehension.

And then Mr Burgher continues reading their report:

“The Academy states clearly that Baker was given plenty of opportunities to undertake reassessment of the failed lesson, and proceed to final assessment, well before she was out of time under our rules. The Academy warned her about running out of time. We, the government representatives, have carefully considered the information and evidence provided by Baker and the Star Academy. I note that at the time of the failed lesson observation, Baker was within the time limits for achieving her licence. The Academy rearranged an opportunity to retrieve this lesson observation within a matter of days. Unfortunately, this was missed twice.”

I distract myself by thinking about Greg, the man who respects and loves me. I imagine our happy days together under difficult circumstances, and remember that some people are genuinely kind.

Mr Burgher continues with the deliberations:

“I note that Betty Baker failed to meet the required standard to pass the lesson observation in question. This was a matter of academic judgement. I understand that passing this observed
lesson was required in order to carry on with the next stages of this assessment. I also understand that the requirements of the licence to teach are set by our government. The Academy has a duty to ensure its students meet the necessary standards.”

I accept all has gone against me, just as my dad said it would. I feel a sharp pain within my body, as of trapped wind. I guess the sandwiches with raw onions caused it. So, I rise up gently for a stretch. They all look at me, perhaps wondering what I was doing. I sit down to hear their final judgement.

Miss Swiss takes over, saying, “We are satisfied it was reasonable for the Academy to require that this lesson observation be passed for the process to continue. We are also satisfied that the Star Academy acted reasonably in repeatedly offering Betty Baker opportunities to retrieve the failure. She could have opted to accept such an offer, and complete her assessment within the time limits. However, she chose not to, as she wished the Academy to complete her final assessment without her having to do another lesson observation. Essentially, she wanted the Academy to override or disregard the judgement of Assessors. I have not been persuaded that there is a compelling reason why this should have been done. Had Betty Baker acted on the Academy’s offer, my understanding is that she could have received the licence within the recommended timescale. I’m not persuaded that the Star Academy is responsible for her failure to do so.”

She sneezes, picks up a glass of water and drinks slowly. After wiping her mouth with a tissue, she remains quiet for a while and then looks at me, perhaps expecting my comment. I maintain my silence.

“For the above reasons, I don’t find this aspect of this case justified,” says Miss Swiss.

I attempt to explain my case again for the last time, hoping they might understand me. My voice starts to vibrate with anger and frustration. “Excuse me, I informed the Academy of the
problems I faced, and it failed to resolve them. It hurt my feelings badly and caused me stress which led to illness in the week of my assessment. That’s how I missed the assessment opportunity. Can’t you see this isn’t my fault?”

Miss Swiss speaks, ignoring my comments, saying, “Mrs Arno was Miss Baker’s assessor, and not her mentor. She was not appointed to train her. The Academy can’t alter the professional judgement of an Assessor, since this would undermine the quality of the assessment process.” She pauses, and then continues, “The minutes of various case hearings show that the Academy dealt thoroughly with the issues. I have seen from the papers provided that Betty Baker raised concerns with the Academy, that Mrs Arno’s role in assessing her was different from what she was told earlier on.”

I ask, “What really was Mrs Arno’s role meant to be in this process?”

Miss Swiss, shaking her head with wide eyes, says, “Our role today, is not to investigate the detail of this case afresh, but only to review the Academy’s handling of it. We’re here to investigate whether its response was reasonable, and in accordance with its regulations, and not anybody else’s. I note that Mrs Arno assessed Miss Baker with another teacher who participated in the decision to fail Betty Baker. However, she has only taken issue with Mrs Arno’s judgement; why is that?”