teacher student relationship – A Teacher's Choice

Now that the decimation of public education is official policy in Washington, teachers can resist or use this as an unprecedented oppportunity to return to the solution that was abandoned in the early 20th century: the proven success record of schools developed and administered by women educators. Kalsu Book

In spite of the profit motive that sparked the charter school movement by private corporations using public monies and posing as non-profits, a few women educators have been able to seize the opportunity to find funding for their vision of school today.

We will begin featuring such women educators and their schools so others can see how to finance and approach organizing professional autonomy once again in our field.

The first one we will examine Continue reading “A Successful Model” →

I To ensure that there is authority commensurate with responsibility for the instructional task. The teacher has the right and responsibility to ensure her professional needs are met before engaging in instruction.

II. To determine student level of readiness and freely devise a plan for growth based on the understanding that the teacher is a professionally prepared person with expertise and access to required resources.

III. To educate the student, parent and other stakeholders on the rights of the teacher to practice her profession.

IV. To define “respect” for students, parents and stakeholders in order to establish a foundation for positive outcomes. The desire, willingness and availability of a teacher is the first sign of respect.

V. To practice free of slander, harassment, disparagement or hostility whether from personal, media, legislative, parental or community sources.

VI. To practice professional skills and expertise without administrative interference or hostility.

VII. To organize the educational setting, according to variable configurations, based on the professional determination of teacher and student need, including teacher-student ratio.

VIII. To elect a paid sabbatical every five years in order to replenish, renew and reinforce professional skills and the mental and emotional stamina required for the practice.

IX. To withdraw teaching services if they are not being received with the foundational relationship necessary for the practice of education. If the baseline respect, rapport and trust necessary for teaching has not been reached or cannot occur without outside pressures,hostility or distractions, the teacher will not be available for instructional endeavors.

X. To exercise professional autonomy in all factors necessary for education to occur, including the commensurate authority to hold stakeholders accountable for the disruption they promote which impedes instruction.

So Stop Trying To Do It Without Respecting Teachers as Professionals