I have taught for more than 20 years in the same rural school district; since populations flux among our students my teaching assignment varied throughout the years. However, I have never ended the school year without having at least one discussion about the next year’s teaching assignments. This year, not at all. We have discussed instructional needs but every time actual teaching assignment topics never go further than “think out of the box” or you can tell people you are going to teach “the standards” or “the students.”
The moving of staff has begun; major changes in fact, people from one building and grade level to another. And dropping of courses; no we do not need to replace the full time math teacher, that position will be absorbed. What!?! We are already short by 2 FTE (full time equivalent) science and math teachers and they take away the full time math teacher only to tell her that her position will be absorbed???? By whom? How? I only had 4 preps this year and my new (brand new) principal thinks that is too many. I actually enjoyed only having four having had 8 last year–each semester and I only taught six class periods. You do the math!
While I know we must be responsive and flexible due to our small size and shifting student population, I still think teachers, those who are actually in the trenches, should be a part of the discussion not the result of a discussion by those who administrate without knowing. Especially those of us teachers who not only have been teaching the very students the administrators are “concerned” about (read test performance and scores) but also are known regionally and in some cases nationally for their curriculum expertise.
And on the front page of our district website, in almost every conversation with one of these administrators, especially the superintendent, the transparency shines through. . .what or where I don’t know.