The Accountability Plan, advanced by Superintendent of Schools
Edwin Diaz as the cornerstone for improvement in our public
schools, is destined to die a slow death unless there’s a
breakthrough in communication.
The Accountability Plan, advanced by Superintendent of Schools Edwin Diaz as the cornerstone for improvement in our public schools, is destined to die a slow death unless there’s a breakthrough in communication.
Results of a teacher survey released last week echoed a familiar refrain – some teachers didn’t believe they had an opportunity for input into the Accountability Plan, others thought it was too much too fast and still others bemoaned a perceived time infringement.
Though district officials are rightly skeptical about the results (only 60 percent of teachers returned the survey), there are clear indications of trouble ahead, and those signs should be taken seriously.
The Accountability Plan won’t go anywhere unless the vast majority of Gilroy Unified School District staff members are working together.
Thus, good communication is essential – its importance in the Accountability Plan’s success cannot be overemphasized. Thus far, communication has been lacking. The Accountability Plan is not clear to teachers or the community. The Accountability Plan agenda seemingly has no sequence, and the implementation sputters along while some teachers enthusiastically participate and hope for the best while others withdraw and take potshots.
It’s time to ramp up.
Superintendent Diaz needs to schedule a series of meetings at individual school sites to meet with the staffs and keep the momentum going.
At those meetings, he should be flanked by someone who is charged with identifying teacher concerns. We need concrete information that answers this question: What are the time issues teachers face?
There are possible solutions out there. Perhaps extra duties, like dance and recess monitoring, can be alleviated to make room for the work that goes with the Accountability Plan. Maybe the district could bring in a time management consultant for teachers who are struggling with the workload, or provide assistance in technology-related areas that could improve productivity.
The point is the staff has to believe that the district office is with them in the day-to-day struggle to improve. To get there it’s going to take selling, consulting, delegating and, ultimately, joining.
Teachers, some of whom have myopic views of their important roles in this process, have to be convinced that there is a common vision. If that can be achieved along with a taste of success, then even the teachers who steadfastly resist change will come around. But it won’t happen without dynamic leadership and communication.
Now is a good time to take a step back, evaluate the process so far and develop a clear game plan. The Accountability Plan has to become gospel, a bible story that everyone in Gilroy knows and understands. It has to be the a leading link on every school Web site and a watchword for progress. Otherwise, it will slowly fade into irrelevant oblivion.
