requesting one is almost certainly requesting a three prep program. In ad-
dition, the assignment of these classes can be linked with assignment to
freshmen and sophomore classes (as there are always more of these avail-
able than are requested).
Suppose a teacher requesting an advanced class is a competent but not
superior teacher and, according to contractual provisions of rotation of
classes, is the next in line for such a class. Should the advanced class be
given to this teacher? Yes. One of the responsibilities of a school leader
is the enforcement of existing contracts. Not to make this assignment is to
ask for a union grievance that the teacher would certainly win. In the eyes
of most contracts, all teachers are equal and entitled to the same rights
and protections.
Of course, the school leader may talk to the teacher, reminding him that
such a class is more work than a regular class and also an extra prep in
the schedule. She might obliquely indicate that he might not be the most
qualified for such a class; however, if the teacher is adamant, there is little
the school leader can do. On the other hand, if the teacher is amenable to
change, the leader will make sure he has a program with as many of his
other preferences as she can accommodate.
Elective classes are a separate issue. Such classes are usually designed
for students who have passed the exit exam in a particular subject. Some-
times, they provide a specific theme for a course that covers the core
curriculum for a particular grade level. A teacher who wants to teach an
elective usually has to develop the curriculum (being sure that the objec-
tives match those required by the state or district) and request texts well in
advance of the class being offered. If enough students select the class for
a section to be offered, the teacher who develops the curriculum teaches
it. However, as most contracts specify rotation of classes, the class could
be given to another teacher the next year.
As a department chairperson, Ms. Valletta solved this elective problem
by reaching an unofficial agreement with her teachers and the union rep-
resentative, one that balanced the spirit of the contract with the work of
the teacher who developed the curriculum. This unwritten procedure gave
the teacher who developed the course “exclusive” rights for three years.
After that, if another teacher requested this elective, it would be rotated to
her. However, this teacher would be responsible for developing her own
curriculum and arranging for text orders in advance. Keep in mind that the
84 Chapter 7