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In March Ed starts to ask faculty their preferences (grade, room etc.) for the following year and already begins to make assignments.
Changes in curriculum were done by April so that they could be finalized for the following school year.
April is also a month that Ed informs his teacher’s to begin preparing major assignments for the following school year. Essentially lesson planning and unit planning are occurring well before the current school year finishes.
School rosters are created to give teachers and Ed an estimated student total and classroom placement.
Students attending Taft the following September brought in to school in May with their parents to prepare them for September.
By summer all of the preparation for the upcoming school year was complete and the summer months were used to finalize anything that needed Ed’s attention. In this ethnography Ed used the summer months mainly for summer school management and preparation.
The elementary school principal cycle does not consist of an annual cycle of 12 months but is rather an overlapping cycle of 19 months. Despite this fact principals describe their work as initiating and completing a series of identifiable school years (2010-2011).
While Ed is constantly dividing his time between two sometimes three school years, everyone else in the building is focused on the current year.
“ Another thing that Ed often does is get all hepped up about next year at the close of the year. He might as well give up, because teachers are too tired, too involved in the winding up of the classroom, to get very excited about next fall. And it’s very boring to the staff that are not coming back to talk about next year’s class.”(Wolcott p.181)
Talk as the work: “Begin thinking about the class assignments”-Ed Bell, is an example of Gronn’s analysis of control. In this case it appears that Ed Bell might be using reply ii: Talk at. Although this may be a general statement to all teachers it is very clear that Ed is talking at his faculty.
Seven-Lesson School Teacher: Gatto lists the first lesson every teacher teaches, confusion, and in this case the lesson is being taught amongst staff. This confusion most certainly gets relayed to the students. While Ed is caught in the future and his teachers are dependent on him for the present we see a disconnect that is the result of to much being taught or in this case managed.
“ I likely got the job not because I was the person they wanted, it was to keep out the people they didn’t want” (High school vice-principal in Whitehorse, Yukon; October, 2010)
Demonstrates the importance of being in the right place at the right time
“ I think it’s just luck, catching someone’s ear, or being at the right place at the right time. There were other guys who had been around longer than me when they asked me to take on my first job as an acting principal” (Wolcott, p.193)
Ironically, school administrators generally do not put high value on their own professional training in Education
“ Often they [school administrators] categorically dismiss all their professional training , creating an epithet out of the whole comprehensive field in which they have pursued their studies” (Wolcott, p.198)
“ Less than two percent of the total sample of principals gave credit to their college preparation as the major source contributing to their success” (Wolcott, p.201)
“ The paradox of screening lies in the dilemma of disavowing the utility and significance of one’s own formal preparation but relying on…the success that others have had with essentially the same system as a measure of their ability” (Wolcott, p.203)
Peter Gronn suggests that talk is the medium for interaction
“ Between two thirds and three quarters of the total working time of a principal or superintendent is spent talking...talk is the work, i.e., it consumes most of an administrator’s time and energy” (Gronn, 1983, p.2).
Mary Metz in Young & Levin’s article:
Conformity in Schools
Teachers as “normalisers” (Young & Levin, 2002).
Ultimately, we are all Zuñis who are forced to wear the mask of omnipotence in order to do the world’s cultural work. (Weston La Barre, The Human animal. p.227)
In our society, induction into any working force is a period of cultural compression. The first year, the beginner teacher encounters culturally patterned boundaries to alternative behaviour.
· Ed Bell’s unique position: “ We’ve got to make changes. …. as fast as we can and as slow as we must.” ( Wolcott, 2003., P. 236) In the view of a beginner teacher, Ed is aware of where education should be going to meet student’s needs, but Ed is obligated to preserve the “culture”. It is ultimately the conformance to the culture that measures new teachers. ·
Every visit has implications for inevitable administrative evaluations
“ The evaluation procedure emphasized the hierarchical position of the principal both in terms of subordinates whom he evaluated and the super-ordinates who held him responsible for completing the assignment” (Wolcott, 2003, p. 246)
Trade? Postpone? Keep? Ed’s pedagogy THE EVALUATION CEREMONY
“ Socialization occurs as a function of human interaction, not merely the unilateral action of a single individual. The socializer socializes, but is also socialized in the process” (p. 266) Escher(1956) Bond of Union
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Back to the Future image. http://www.fusedfilm.com/2009/04/back-to-the-future-re-make-on-the-way/
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Greenfield, T. (1993). Organizations as talk, chance, action, and experience. In Thomas Greenfield and Peter Ribbins (Eds.), Greenfield on educational administration: towards a humane science . (pp.53-74), London: Routledge.
Gronn, P. (1983). Talk as the work: The accomplishment of school administration. Administrative science quarterly, 28(1) , 1-21.
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Wolcott, H. (2003). The Man in the Principal’s office . Walnut Creek: Altamira Press.