ner. If they continue, I inform them that I will not hesitate to report our conversation to ap-
propriate supervisors. Over the years, many teachers have supported my response. They
are upset when colleagues disparage or demean students and are glad when these teachers
are confronted.
On the other hand, you will need allies if you want to affect the lives of students and even
possibly help change schools. Over the years, I have found many colleagues, mentors, union
officials, and school administrators whom I was privileged to work with. You were intro-
duced to some of them in the chapter 3 section on “My Best Teachers.” Others have contrib-
uted to this book. I have concentrated my efforts as a teacher on building these relation-
ships, though I have battled with my share of “dinosaurs” along the way.
I have also learned a few valuable lessons that I would like to share.
- When you do well with students, advocate for their rights and education, and are a posi-
tive force in the building, people who disagree with you will still respect you and you will earn
the space you need to be the kind of teacher that you want to be. In the early 1980s, I tried to
persuade my school principal to give us a MacIntosh computer (advanced for that time) for
the social studies magazine. He said there was none available, but that students could use the
machine in his office whenever it was necessary. For a week, I scheduled students to be there
every period of the day. On Friday, he gave us the computer to get them out of his office. - As an activist, I often made waves that unsettled school administrators. When students
in my government class organized to go to Washington D.C., to participate in a demonstration,
the district office, fearing political opposition, questioned its educational validity. My depart-
ment chair intervened and worked out a compromise that I accepted. An assistant principal
joined us as a chaperone to ensure that the students were safe and that it was a legitimate
learning experience. In this case, district officials were prepared to be flexible, but I had to be
flexible as well. - If you champion every issue, people will soon either stop listening to you or resent it
when you speak out. At school and department meetings, I try to be selective about my partic-
ipation in discussion. I listen while others present their ideas, write down my thoughts, edit
them, and only speak once or twice. - Teachers are swamped with paperwork and it is sometimes hard to tell which circular is
important and which was issued so an administrator can claim everyone was notified (These
are technically known in teaching as CYA notices, or “Cover Your Rear”). In general, atten-
dance reports, grades, and anything else that directly affects students should get priority. For
everything else I use the “third notice” rule. If a deadline is important, they will send you a
third notice or contact you individually. - Teachers are fortunate to have union representation. Most of the time, your relationship
with supervisors will be congenial, but not always. They often have outside pressures on them.
If there is a point of contention, and you have a good working relationship with your supervisor,
you can usually have an “off-the-record” conversation that will help clarify issues. But if an off-
the-record conversation is not possible and there is a union in the school, you should consult
your representative. What you are obsessing about is probably not such a big deal and has hap-
pened to many people in the past. If it is a real problem, the union representative will advise you
how to proceed. In some circumstances, if it is allowed under the union contract or by law, your
representative can be present at formal meetings with supervisory personnel. - Many senior teachers will recommend that you take a low profile until you get tenure,
then you can “rock the boat” if you choose. In my experience, teachers who remain silent while
untenured will continue to remain silent later, because administrators always have ways of re-
ORGANIZATION 129