However, as for our final day of professional development, we started off in a very heated debate about whether this school is and should be a pre-professional program versus a conservatory versus an arts-enriched high school. It was fascinating to listen to and to compare to my performing arts high school experience. The faculty here truly believe in teaching the discipline of their arts. For example, they train the students to be prepared (with music or dance clothes), to practice their art, and to act professionally in performance and rehearsal spaces. They expressed that these are skills that can transfer to any career they may choose, and they stress that they do not push the students to go into the arts. It seems like a good balance to me. My high school had much more of an emphasis on performance, and they never really seemed to teach us process. There were very few teachers there who were good at teaching - most of them liked directing, which is a very different skill. I learned a good amount about performing arts in high school, but it was more thanks to my passion than to my teachers (depending on the teacher). So that debate continued for a while.
Then we had elections for union representatives and board representatives. I was clearly not a part of this, but it was amusing to watch. I wonder what the teachers' union is like here.
Then we had a mini writing workshop. We read one student's college essay and discussed what we noticed about it and how we would grade it. It was a really interesting essay, because the student wrote it all in the third person, except for the last sentence. So I was grappling with how to evaluate that. Most people seemed to agree it would be a C/C- paper, but when I first saw it, I would have given it a B. There were a lot of grammatical errors, but it seemed very creative. I'm very concerned at how I'll be able to grade students' writing.
Then we had "open space," when anyone was allowed to share any sort of thoughts or concerns. I thought about sharing that I felt clueless, but I think that's been apparent to everyone for the last week from the look on my face. Many people expressed concerns about the new schedule or about their new responsibilities of being both a parent and a teacher or about serving such a high-needs senior class. Others said they chose not to be worried and that they'd get worried later on. It was interesting to hear what everyone had to say. But I think it was more interesting that they have "open space" in the first place. I doubt most schools have an environment in which all the teachers and administration can come together and share openly and honestly how they feel. No one seemed to act like it was a waste of time, and no one disrespected anyone else's feelings. I just still can't get over this school culture. I mean, there was tension during the first discussion of the day about the arts curriculum, but no one ever raised their voices, and everyone respectfully disagreed. Does this last all year? Or is just this because they're optimistic at the beginning of each year? Another intern working at another school told me today that she met with her math team, and they got in some serious arguments. Her mentor even told her to leave so she wouldn't be subject to their intense fighting. I was really surprised to hear it. I just hope this spirit of cooperation lasts all year.
Lastly, I spent more time with the math teachers planning curriculum and with the seminar teachers planning the first week. I hope I'm ready. But I also hope I can make up a decent worksheet by Friday about the compound interest that I talked about yesterday. I really think I came up with some good ideas, and I'm excited to get started. However, I don't yet feel comfortable pushing my mentor teacher to change stuff. I wasn't prepared well enough to convince her of my ideas yesterday, but now that I've thought it through I don't want to waste any time! I guess I still don't understand my role, and I still don't understand the dynamic of our working relationship yet. What do you think? Should I make up a worksheet and at least offer it to her? Or should I sit back and wait until I understand the school a little better?
After that, I had my first math pedagogy class, and I am REALLY excited about this professor. I already feel like I'm on the same page with him, so I guess we'll see how that goes. There are fewer than 10 students in the class, so it will be very intense. But now I'll rest so I'll be able to greet the kids tomorrow!
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