@Pat – thanks for your support. I do think that teachers should be given opportunity and support to become better. Time is always a big limitation so maybe there should be some allowances for time to make that sort of change. Having someone like Dean (or Donna DesRoches) around as a support can make a big difference too.

@Pat – thanks for your support. I do think that teachers should be given opportunity and support to become better. Time is always a big limitation so maybe there should be some allowances for time to make that sort of change. Having someone like Dean (or Donna DesRoches) around as a support can make a big difference too.

Mr. Shareski: letting teachers do their jobs means that their energies will be put into instruction and interacting with students. We will not be tired out / bored to death so we can approach our jobs, for which we have been extensively trained, with greater vigour and enthusiasm. How can that not make a difference.

Mr. Shareski: letting teachers do their jobs means that their energies will be put into instruction and interacting with students. We will not be tired out / bored to death so we can approach our jobs, for which we have been extensively trained, with greater vigour and enthusiasm. How can that not make a difference.

She was speaking out of a frustration and pressure facing teachers when school, division and provincial initiatives pile up.

No one argues at the efforts to reform but the process and implementation models have their problems.

As someone who does have a hand in the way a division/district moves forward I struggle with the idea of letting teachers be. In general, what’s missing is the opportunity to for teachers to rely on each other, collaborate and really dig deep into better learning environments.

I realize that folks like yourself may not fall into this category but that’s largely because you are a highly connected, reflective practitioner. Letting you do your job is easy. What isn’t easy is that many teachers who utter the phrase, “let me do my job” mean “leave me alone to continue what’s doing best for me, not necessarily their students.” There are also those that utter that phrase and may well want the best for their students but lack the supports and network to understand and make it happen.

I hear what you’re saying but how can letting everyone do their job, make a difference?

She was speaking out of a frustration and pressure facing teachers when school, division and provincial initiatives pile up.

No one argues at the efforts to reform but the process and implementation models have their problems.

As someone who does have a hand in the way a division/district moves forward I struggle with the idea of letting teachers be. In general, what’s missing is the opportunity to for teachers to rely on each other, collaborate and really dig deep into better learning environments.

I realize that folks like yourself may not fall into this category but that’s largely because you are a highly connected, reflective practitioner. Letting you do your job is easy. What isn’t easy is that many teachers who utter the phrase, “let me do my job” mean “leave me alone to continue what’s doing best for me, not necessarily their students.” There are also those that utter that phrase and may well want the best for their students but lack the supports and network to understand and make it happen.

I hear what you’re saying but how can letting everyone do their job, make a difference?