ing is a difficult job. Working with children five or more hours a day is
physically and emotionally draining. On those bad days, a small issue is
blown out of proportion and leads to a complaint to the assistant principal
or principal. When tranquility returns, so does a sense of proportion and
regret over the complaint.
When the teacher tells the school leader not to bother, the leader
should apologize that she had not yet gotten to the problem and was
intending to do so before the end of the day. The teacher will be happy
that the leader remembered the issue, and relieved that she had not done
anything about it yet.
Of course, if the issue remains unresolved, the school leader will inter-
vene, obliquely, if possible. She will speak off the record to a recognized
master teacher in the department or, as previously discussed, the union
representative. It is better for all parties that the matter be resolved at the
teacher level. Knowing that it will go to the administration if not resolved
usually encourages parties to come to agreement.
Paperwork and computer administrative work is the bane of a teacher’s
existence. All he wants to do is teach, but the subject area assistant prin-
cipal wants a count of textbooks distributed, the assistant principal of or-
ganization wants the student ethnic survey completed, the principal wants
teachers to complete the committee volunteer form, and the guidance
counselors want to know when they can visit the class. Some teachers
dread going to their school mailbox or e-mail inbox each day because they
know that there will probably be another request.
School administrators sympathize but still need the form or report or
input. Administrators know when they will need items to complete their
own reports. It makes sense to ask teachers for the items well in advance,
giving a “due date” a week earlier than when an item is actually needed.
This allows the administrator time to send reminders and still not submit a
late report. Part of minding the details is being well organized and know-
ing when reports have to be submitted so information can be gathered in
a timely manner.
The “mosaic theory of the school” provides a good ending to this chapter. If
you are in a museum or church and look at a mosaic from a distance, you are
struck by its beauty. However, as you move closer to the mosaic, you begin
168 Chapter 12