Editor’s Note: As part of this blog’s discussion about the next Dallas superintendent, the Education Front asked Rena Honea, president of Alliance-AFT, to share her thoughts about the type of leader Dallas school trustees should select. Alliance-AFT represents teachers across DISD.
What characteristics would you like to see in the next DISD superintendent?
After surveying our members, the following characteristics are the most important qualities educators are looking for in the next superintendent:
*Substantial classroom experience
*Listens to Stakeholders
*Effective Leadership Experience
What does “listens to stakeholders” mean?
Someone who seeks the input of educators, students, parents, and community members. Once the input is given, he/she truly values and considers the information received before making a final decision. All stakeholders need to be viewed as allies instead of opponents in the educational process.
You also mention effective leadership. What does that mean?
In my opinion, a superintendent coming into Dallas must have successful experience in dealing with diverse groups that possess opposing opinions. Effective leadership means having the ability to bring the opposing sides together and conduct a dialogue that recognizes the differences, yet is able to lead stakeholders to collaborative solutions that are in the best interests of all students.
In addition, effective leadership means recognizing and employing competent campus administrators that empower and allow teachers to be innovative without fear of intimidation and retaliation.
What does “without fear of intimidation and retaliation” mean?
The climate on a majority of the Dallas ISD campuses is that the employees are intimidated with comments like, “You should be happy to have a job. There are a lot of other people that I can hire.” and “If you don’t agree to ___________________, you’re not a team player.”
(Texas Education Code Ch. 21 section 21.404 states: PLANNING AND PREPARATION TIME. Each classroom teacher is entitled to at least 450 minutes within each two-week period for instructional preparation, including parent-teacher conferences, evaluating students’ work, and planning. A planning and preparation period under this section may not be less than 45 minutes within the instructional day. During a planning and preparation period, a classroom teacher may not be required to participate in any other activity. Added by Acts 1995, 74th Leg., ch. 260, Sec. 1, eff. May 30, 1995)
The fear of retaliation is that teachers are being placed on growth plans (Teachers In Need of Assistance) for as little as one day, one week or two weeks, which in my opinion is not an adequate amount of time for the teacher to correct and improve identified areas.
Teachers are being evaluated with low ratings for the first time in their career (many of them veteran teachers with a history of student success) with the knowledge that recent policy changes allow teachers placed on a growth plan within the last 48 months to be released from the district. Teachers are also being recommended for non-renewal without ever having been placed on a growth plan or receiving identified areas requiring improvement.
These are only a few examples of the current conditions that a majority of our educators face as they enter their worksites each day. The fact that the Dallas ISD teachers, support staff and paraprofessionals continue to work in this environment is proof of their professionalism and dedication to the students they serve.
How would you feel about a superintendent who emphasized developing a strong pipeline of talented instructors, which would include getting struggling teachers better training to deal with their challenges while changing how teachers are evaluated?
Please explain what your referencing about “developing a strong pipeline.”
The pipeline would start with schools of education and, of course, include existing teachers.
I would welcome a strong superintendent that truly cares about the development of effective instructors and provides quality opportunities for continued improvement. For that to happen, a knowledgeable chief academic officer is imperative.
Personally, I feel that the district has put the cart before the horse by developing a new teacher evaluation system before a new superintendent is chosen for Dallas ISD.