The Vision to Make Tough Decisions

Abstract

Even I heard exasperation in my voice. can be fired. I know they can! I said to my colleague Jon, also a long-time public school teacher. He stood with his back to wall--trapped--as I waved paper I clutched in my fist. His eyes filled with look of a man who knew he was dealing with a woman on edge. I've negotiated teacher contracts, I fumed. There are always processes for getting rid of teachers. Who would want bad teachers gone more than good teachers? They not only hurt our children, they hurt us. Before he could answer, I smoothed out wrinkled paper and showed him press release that had prompted my hysteria on that particular day. was from an organization called Center for Union Facts (unionfacts.com) and headline screamed, Ten Worst Union-Protected Teachers Contest Winners Announced. The center claimed that teachers who came to school drunk, molested their students, and waved firearms around in public places could not be fired because of power of evil unions. Unions don't protect teachers. They protect processes, I continued. there are processes for firing teachers. Principals just don't have spine for it, so they blame unions! I could see terror in Jon's eyes as he searched for something--anything--to defuse bomb growing closer and closer to detonation. Then he smiled knowingly. course you're right, Bobby, he said calmly. in fact, I know a principal who fires teachers. Would you like to meet him? An unexplained calm came over me. Yes. Yes, I would, I told him as I gathered myself together and tried to return to my happy place. And so it was that I drove several hours to a school in a medium-sized city to meet a principal with a I knew minute I walked in building. Not because I possess some mystical powers of observation. is just so obvious. The entrance hallway made it clear that this school was a place for children, a place where they belong. A place that celebrates them. Low bulletin boards were filled with children's Real Not coloring pages or hand-traced turkeys that so often pass as student work. And not spelling tests with 100% scrawled across top. No, there was beautiful children's work, each piece as individual as child who produced it. I lingered in hall studying each masterpiece. But that was not why I had made long trip on this late autumn day, I reminded myself. I had come to meet a principal with a So I tore myself away from hallway gallery and swung open office door. Once inside, I was promptly greeted by a friendly secretary. I'm here to see I reported--stopping just short of adding, the principal with a spine. From his office, I heard laughter and easy conversation. A few moments later, two teachers emerged talking about big plans of one kind or another. They were followed closely by David, a tall man with a big smile and welcoming demeanor. As we shook hands, he asked me if I'd like a tour of his school. I really wanted to find out more about his alleged firing of teachers, but children's work had intrigued me. So, I followed him into hallway. As we walked, I marveled at learning environment he had created. Walking from classroom to classroom, teachers' individuality and wide variety of teaching methods and philosophies was evident. When I commented on diversity, David explained, Our teachers have to be diverse because our children are. If they all are taught in same way, too many of our children would fall through cracks. Of course, I can't teach way they do, he added, laughing. It just wouldn't work for me. But that doesn't matter. What matters is that children learn. …