Anxiety ridden

I am a new teacher in a district, but a very experienced educator.

I am currently working in a special education class on long island. It's a new class of conduct disordered 4th graders. Some are non readers. Or were, until this year. I taught them how to read and spell.

My students are the hardest to teach in the district. But they are learning. They have so far had more success this year than they had in a long time.

My problem is my principal. She continuously gives me negative feedback. I am never doing anything right "according to the rubric". Everything has been coming down to this rubric. These are students who, according to the rubric, need to learn how to think and explore, discover things through enlightened conversations. In reality, it took me months to stop calling each other mother fckers and throw furniture. Ten year olds who couldn't tell me how many months in a year, or what months are winter, summer, etc.

One student was alternate assessment and this year is not. He came into my class doing 2nd grade math and not reading at all. Now he is reading and doing modified 4th grade math.

Here's my issue.... If my principal insists I am a developing teacher and has strong concerns about my instructional method and questions how much they are learning.... Will that speak louder than their scores on tests? Or the work in my artifact book? What other evidence should I gather?

I have a bad feeling that, as an untenured young principal, she is going to use new untenured teachers as her example, and get rid of a few to show how serious she is about academic instruction, competency, etc....

Can she do that? Do I have any hope? I meet with an unofficial mentor teacher, and work with a math teacher fir support and guidance. When I share my lesson plans and materials, they tell me that I am doing everything right.

Today my principal told me "she can't put her finger on it but has concerns about my instruction and isn't sure how much they are learning". This was after a drop in when one of my students couldn't explain to her what we just covered because he froze. She told me she had to teach it to him all over again, when in reality, he was already doing it. Most of his issue is anxiety and then shutting down.

I really feel I m fcked, and will not be recommended back.

Re: Anxiety ridden

I'm sorry she's overlooking all your hard work. Keep documenting all your students' achievements.

Is there another supervisor or staff developer/coach who could observe you, and be objective? Your principal really risks looking bad if you have all this evidence of growth from your students but she insists you're only "developing"- you just can't reconcile the two and your evidence will be harder to dispute.

If you have any written feedback, notes, etc. from parents, I would also keep those on hand. Good luck!

Re: Anxiety ridden

I just remembered something else that may or may not work for you. I worked for the DOE and in recent years dealt with a lot of so-called "experts" who liked to criticize every little thing. Some of the smarter teachers I worked with would ask the coaches/staff developers to model lessons for them so they could see the work in action. It was a great way to see if someone was worthy of their position because most of them would leave those teachers alone though some of them would follow through.

Your principal is supposed to be the instructional leader of the school. If she really has issues with your performance (which I suspect is fine and she's power-trippy) then she should be willing to give you help if you ask for it. In fact- put it in writing, especially if she does not follow through. If you ask her for support and she does not give it, either directly or through a coach, then it's on her.

Message edited 1/5/2013 7:57:26 AM.

Re: Anxiety ridden

Posted by MrsProfessor

I just remembered something else that may or may not work for you. I worked for the DOE and in recent years dealt with a lot of so-called "experts" who liked to criticize every little thing. Some of the smarter teachers I worked with would ask the coaches/staff developers to model lessons for them so they could see the work in action. It was a great way to see if someone was worthy of their position because most of them would leave those teachers alone though some of them would follow through.

Your principal is supposed to be the instructional leader of the school. If she really has issues with your performance (which I suspect is fine and she's power-trippy) then she should be willing to give you help if you ask for it. In fact- put it in writing, especially if she does not follow through. If you ask her for support and she does not give it, either directly or through a coach, then it's on her.

Re: Anxiety ridden

I am so so sorry you are experiencing this. How did you do on your observations so far? I am a BRC rep in my building. If this was happening to one of my teachers, I would want to know about it. Start documenting EVERYTHING. When she is in your room, what she saw, how long it was, etc. This is going to come down to who collects the most data and as a special education teacher I'm sure you are really good at that. Make sure you have evidence of your children's progress and write it all down so that it is black and white. Reading levels at different points in the year, math test scores, writing samples. Save behavior charts that might indicate improvements in behavior. Invite in your BRC rep (if you are comfortable) and have them observe you doing a lesson so that you have someone else's opinion. In my district, the PPS department has someone come and observe us as well. This might be a good resource for you as well since it will be someone that is more knowledgeable as to your specialty. Do this as soon as possible. A pp was correct when she said that it is administration's responsibility to provide you with constructive feedback and then opportunities for staff development. If this is not happening, then she is out of compliance. If it is happening, document it and how you are applying it. I know this is all a lot of work, but you sound like an excellent teacher and this women sounds like a vindictive B. Do whatever you need to cover your a$$. If you have any specific questions, let me know.

Anxiety ridden

I have been in your shoes in terms of the type of students, but luckily a principal that understood the needs and demands of those kids that are far diffrrent from typical kids. Like others said i would continue to document everything and collect as much data as yoi can that shows growth (running records, etc.) Also it may be time to get a special ed. Administrator involved. Perhaps she could come in and observe or talk with her about whats going on. Good Luck!

Anxiety ridden

Echoing what an above poster said, keep all of your data for sure and hey..the boy who has anxiety..wouldn't that be on his IEP? You could definitely tell her (as if she didn't already know) that some of your students' needs are just what she is coming in and inappropriately doing...

Re: Anxiety ridden

unfortunately if she doesnt want to ask you back next year she doesnt have to and doesnt really need much to back that decision up....you are untenured and working at will. What I would do is stay positive, and be proactive with her. When you meet with her write down everything shes telling you to do. ask her questions about how you can improve. ask her if there are teachers she would like you to observe. basically play the game and get on her good side. is there anyone else who observes you?