Victoria Pettis
Summer Cohort 2006
EDUL 6015
Assignment 1/Chapter 1 for Total Quality Management
June 27, 2006
|
EDUL 6015: Total Quality Management in Schools (1 hour)
|
|
NOTE: In the assignment below, I was to reflect
on the governance structure and procedures at my school for each of the
“As-Is” statements by listing each of the practices (according to each of the
statements) and then provide examples for each as they currently exist at my
school. |
Governance Structures and Procedures at Podunk Middle School[1]
|
“As-Is”: Has many different and often conflicting goals among its divisions and departments |
|
At PMS, here are three examples: 1. Lunch detention procedures – Each grade level – 6th, 7th, and 8th – seems to have its own procedures for lunch detention. Although the lunch detention plans for 6th and 8th grade are drastically different, both plans seem to work for those teachers. The 7th grade – the grade level I taught – was the only grade level whose plan failed. The problem? There was much animosity created over the novice teachers being almost solely responsible for the huge numbers of students assigned to lunch detention. Plus, the record keeping and paperwork involved was too burdensome. The only teachers who were proponents of lunch detention were novice teachers. Veteran teachers scoffed at the procedure because we felt they abused this one discipline alternative. 2. Discipline – At the end the last school year, the inconsistency of school discipline seemed to be a sore spot with almost everyone. Problem: We had a new assistant principal, who held everyone accountable to how discipline was handled – particularly when it came to writing students up for frivolous reasons, such as gum chewing, refusing to turn in homework, getting out of one’s seat without permission. Teachers, essentially, gave away their power by using the discipline referral as a way to get rid of their discipline problems instead of dealing with them. 3. After School Program – Our after school program this school year was an absolutely insane, chaotic mess! Although we touted the after school program as one designed to meet two objectives – assist students with homework and offer CRCT review – most of the teachers used the time to allow students to socialize and play games and/or music on the computers. It was very unnerving to me to keep doing “the right thing” while others were not penalized. I was a very unpopular teacher to the after school students, because I made the students be quiet and do homework and used computer time to do CRCT review. |
|
“As-Is”: Punishes mistakes and hides or rationalizes problems |
|
At PMS, here are some examples: 1. Tardies: In my 18-year career (12 years at middle school and 6 years at the high school), I have noticed that teachers have not been held accountable for arriving on time or leaving work early. This year at PMS, the new assistant principal began holding teachers accountable for lateness through the use of the sign-in sheet. If teachers fail to sign in, he would bring them the sign-sheet. This action made many teachers despise him. 2. After School Program: The after school program started with about 250 students in September 2005. By April 2006, we were down to a skeletal crew of 30-50 students each day. The after school director gave the excuse that many of the students were in sports. |
|
“As-Is”: Rewards following established polices |
|
At PMS, here is one example: Substituting for another Teacher: This is the first school where I have been “rewarded” for substituting for another teacher’s class. At other schools, it was always assumed that it was an extension of your job to take over another teacher’s classroom when there was a shortage on substitutes. You were good to get a “thank you” from the teacher once he or she returned from the absence. At PSM, teachers are rewarded with extra copies. YES!
|
|
“As-Is”: Let short-term problems drive and dominate work activity |
|
At PMS, here is an example: CRCT: Because of the pressure of No Child Left Behind, CRCT was a huge driving force this school year. It was the first year that 8th grade students would NOT be promoted if they failed in the areas of math and reading of the CRCT. In our effort to be proactive, PMS required that every child identified as failing the CRCT the previous year would be placed in CRCT review classes during the regular school day. These students were also encouraged to sign up for the after school program, which was “supposed to be” offering 45-minute, daily instruction in CRCT review of math and reading.
|
|
“As-Is”: Relies on inspection to catch mistakes before the customer receives the product |
|
At PMS, here is one example: Progress Reports/Report Cards: Teachers are expected to examine grades they have typed into the district’s grade reporting program to make sure progress reports and report cards have accurate information before they are distributed to students or sent home to parents.
|
|
“As-Is”: Gives management full authority for top-down decisions for change |
|
At PMS, here is one example: Whole Faculty Study Groups (WFSGs): The principal is the only one who has the full authority to make any changes that affect an entire school building. At the three schools in which I have work, this has always been a consistent way of school life. At PMS, teachers have input but the principal makes the final decision. Before I came to PMS two years ago, my principal instituted Whole-Faculty Study Groups (WFSG). Last school year, we were divided into subject area groups. This year we were divided into core content areas. Teachers seem to be going through the motions but with an attitude of, “This is just one more thing that we have to do.” |
|
“As-Is”: Tolerates turf battles and inevitable |
|
At PMS, here are several examples: 1. Grade Level Turf Wars: Issues such as changing the school schedule can bring out the “bear” in the different grade levels. It is almost an “us vs. them” atmosphere. Grade levels were battling for choice planning periods. We – the 7th grade – lost this battle and got 1st period planning. Some teachers claimed that the 6th and 8th grade teachers have always been the principal’s favorites and that we have always been treated as the “step child.” 2. Core teachers vs. Connections teachers: At PMS in the past two years, I have always felt a tension between the core academic teachers and the connections (a.k.a. electives) teachers. Connections teachers always want to argue for respect; they want to be regarded and treated as “real teachers.” Yet, they have no homerooms, which means they are held responsible for any parent/teacher conferences, nor are they responsible for lunch duty. Connections teachers having a duty-free lunch but yet giving students lunch detentions, which core teachers have supervise seems quite unfair. I have wanted to talk to my principal about this inequity, but have been advised by other teachers that it is a battle that has been many times fought and lost by previous teachers so I should not waste my time. |
|
“As-Is”: Makes decisions arbitrarily |
|
At PMS, here is one example: After School
Program: In April, with the number of after school students diminished to
a skeletal crew of students, after school teachers were asked to “fight it
out among yourselves” to determine who would work each day. |
|
“As-Is”: Has a negative or indifferent self-image |
|
At PMS, here is one example: School of Excellence: In 1990, PMS was selected as a Georgia School of Excellence. The school has not recognized for this or any other awards signifying excellence. In the two years I have been at PMS, it seems the teachers I have worked with are okay with mediocrity. They come late and leave early and do just enough to get by. The principal does not hold them accountable for excellence. |