Ellen: What Can We Expect from Ourselves, from Our Administration?

Some days, doing "the best we can” may still fall short of what we would like to be able to do, but life isn't perfect on any front — and doing what we can with what we have is the most we should expect of ourselves or anyone else.

—Mr. Fred Rogers

I believe in the capacity of students to learn and progress and be valuable members of the communities. I’m talking about students who are, for the most part, written off or ignored by even my large, progressive county with many resources. I believe in them, I champion them, and I help them succeed one day, one hour, one step at a time. I do my best.

I love these children. As you have probably learned by now, I am hard on myself when things don’t work for them, or between me and the other professionals who support them, in the way I want them to.

I knew going into this profession that it can be a thankless job at times. I get my satisfaction from the constant joy in my interactions with my students, their success, their perseverance, their progress on problem behaviors, their baby steps toward functional academic, communication, and social skills. There are days I go home feeling like we’ve taken two steps backward after one step forward, but that’s the nature of teaching.

I just wouldn’t mind an increased level of support—not cheerleading or applause, but an open ear and a tone of appreciation—from some of my administrators, which I don’t feel like I have gotten thus far. I expected more action to result from my concerns about a violent student. I expected administrators to spend time in my classroom to see how staffing problems contributed to ineffective support and other safety issues for a medically fragile student. When confronted with a complaint from a support staff member about my reaction to my frustrations, I expected I would be heard and responded to without accusation, especially considering an administrator has not stepped foot in my room for more than five minutes since the first quarter of my first year, two years ago.

Expectations are just that, feelings of what should happen, and I think that it’s part of a new teacher’s development to learn how to adjust to management styles and unexpected and sometimes unpleasant interactions with other staff. I believe that I know the multi-faceted needs of some complex students with cognitive disabilities and that I have had a great deal of success with innovative and dynamic strategies. I don’t do it for the purpose of accolades or pats on the back.

Have other new or older teachers out there gone through this before? The feeling of doing your best and yet having your success in the classroom and in the IEP process not only going unappreciated, but sometimes getting lost in petty disputes and administrative politics?

I simply adore my students. I believe in the potential of these remarkable kids who many other professionals see as lost causes. Their hugs, their smiles, their counting to four correctly and going from nonsense babbling to two- or three-word functional phrases is all the gratification I really need. But it would be nice to have the support of those who make the big decisions. It would be nice for them to see how the hours I spend creating unique differentiated cross-curricular instruction allows my students to have success, no mater how small it may be or how long that might take.

I don’t need a pat on the back. But I wouldn’t mind the feeling of shared success that comes from real classroom interaction with administrators and other professionals. It’s part of what keeps you going when you’re black and blue and at the end of your rope. Sharing in the affection, enthusiastic learning, and excitement about the students’ progress really lights up my days.

I’m struggling to make Mr. Rogers’ perspective my own: Doing what we can with what we have is the most we should expect of ourselves or anyone else. Is anyone else struggling with this as well?

Comments

[Caurletta]

I agree with majority of your blog. The experiences you mentioned hit close to home for me, especially when it comes to administrative support when needed. There is nothing worse than having a rough day and never being acknowledged or applauded for you r efforts. And you are truly correct in saying that the students are why you are here and they drive you to continue on. I can tell you teach with your heart and as a result of that, you will be a great techer for years to come.

[Ellen]

It's great to hear that you have such a supportive partnership with your administrators. While it is also a state/county requirement that administrators observe and review teacher progress in the classroom for the first 3 years of a teacher's career, and every 3 years after that, unfortunately I have not had the benefit of that attention. I think part of it is my small class size and a regrettable attitude on the part of administrators, but there's just no good explanation for their neglect. Thanks for sharing--it is wonderful to hear that other new teachers are getting the support they need.

[K. Donatelli]

Hi Ellen,

I was taken by surprise when reading your blog. You said that you started in the school you are in now three years ago and an administrator hasn't spent more than 5 minutes in your classroom? In my school we have a three year induction program where it is required that administration observes us at least two times a year. They also do what we call walk-throughs, which are like 5 or 10 minute observations in order to benefit the teachers with feedback. Is it required for you to be observed at all? Administration at my school is very supportive when it comes to IEPs.

[Staff Development for Educators]

It is very fine article for teachers. I do agree with you. I have found it very interesting.

[Ellen]

Sorry I've been lax on responding to your comments but I very thoroughly appreciate your support and am interested in the way you see these issues in your setting.

Thanks for reading; I hope to elaborate in future posts!

[GCSE coursework]

Hi,
Great post! You have shared good piece of information here in the blog.

[assignment Writing]

Hi,
That's a great info. Thanks for sharing, really like your view. I can see that you are putting a lot of time and effort into your blog. Keep posting the good work.

[Ellen]

Brenda,

That sounds very overwhelming. Know how far reaching your impact is on those children--your support makes a huge difference whether it is celebrated or not. :) Keep on keepin' on.

[Ellen]

Thanks Justin. I like that Carnegie quote!

[Brenda Walker]

Hi, I am a paraprofessional in a developmental classroom with severe and profound students. I agree that sometimes it would be nice to have an administrator or other professionals acknowledge your efforts and successes with students. I am sort of going through the same thing. I am the only para in the classroom and sometimes it can get overwhelming. I really enjoy what I do and working witht the children. Our school has two developmental classroom and bwteen the two classes there are four paras. There are three in one class alone and no one to help when it gets busy in my classroom. I feel like the administration has closed their eyes to the issue and left us alone to deal with the matter. If anyone has any suggestions, please let me know.

[Justin K. Botter]

I completely agree with much of your posting. To reiterate what others have already responded with, it is extremely rare to have an administrator that is also special education certified. It is even rarer to have an administrator with special education classroom experience. Likewise, the vast majority of general education teachers do not have a special education background and can not fathom how to teach students with a 50-70 I.Q. They do not understand, that for many of these children the smallest academic gain, may actually equate to climbing a Mount Everest.
On those days that your struggling to find meaning in this thing we call teaching remember this quote by Dale Carnegie “Most of the important things in the world have been accomplished by people who have kept on trying when there seemed to be no hope at all.” Continue persevering, “keep doing what you can with what you have” and remember that you do make a difference in the lives of your students.

[Rich Mathis]

You come to a point where if the only person who is pleased with your efforts, then that is enough.

[Ellen]

Thanks for reading "Dissertation Help" :)

[Ellen]

Thanks Jennifer. It's helpful to point out that there are very supportive colleagues out there. I have some too! It is so valuable to have friends who understand exactly what it's like and who know and love your kids too.

[Dissertation Help]

Hi,
Very interesting article will bookmark your site to check if you write more about in the future. Your ideas are focused and influencing.

[Jennifer]

Keep up the good work :)It helps when you have a social network of other special educators who understand. If I didn't have my other teacher buddies, I don't know what I would have done during my first years of teaching.

There are administrators out there who understand and want to see amazing things in special education...it would just be great if every one of them were like that. The ones who fight along side you are precious and do exist!

[Ellen]

Really valuable comments!
I'm glad to hear some of you are feeling appreciated and sorry that others are experiencing situations similar to mine. Melissa and Amy have great points that administrators often don't know enough about special education to really help/appreciate and that is not only frustrating, but also negligent on their part (I feel). They are the champions of EVERY student at their school. Rachel, thanks for the advice. It's a hard thing to follow but really, as you said, the true way to see the rewards of your work, which don't have very much to do with the views of your administrators.

Thanks so much for the support and encouragement! It's great to hear from others about their experiences.

[tonya nichols]

I am blessed with a wonderful administration that recognizes my hard work and dedication. I have a friend who is more educated than her site director in a pre-k and it is causing friction because her boss does not like having someone with her education background showing her up. It's not like she is showing up her boss on purpose, she just has more training and has worked in two autistic private schools so she has a lot of experience in this area. Her boss is very unprofessional and it really bothers me that she has to put up with that when she deserves better because she works so hard! I am sure things will get better or she will go somewhere where she is appreciated.

[Rachel Marrieta Santos]

Yes! I have experienced having a Director who seemed not to care about her staff. No matter how hard you tried and effort you exerted, she does not recognize it. It seemed like she is ignoring you. I thought maybe she just don't know how to appreciate the good things done by her staff. Either that or she felt threatened by the fact that you are better than her or she does not have proper training how to be a good supervisor/administrator. With my experience there are many administrators who do not know how to handle their staff well. A great supervisor/administrator knows one of the Golden Rule, "Praise in Public, and Punish in Private."
I agree with you there is no better feeling than sharing your success with your administrator and colleagues.
I too believe in what you said about, "Sharing in the affection, enthusiastic learning, and excitement about the students’ progress really lights up my days." I feel the same way too.
I want to give you a piece of advice. Do not let your superior ruin your good intentions, passion and love for your students. Keep up your good works and you will see the reward later. It might not be with your current administrator but I am positive you will get what you deserve just wait and see.

[Melissa]

I agree with what Amy said. Many administrators do now know enough about the special needs population nor I feel have the desire to know which causes even more frustration. Just a pat on the back like Ellen suggested would be nice to know that what we do is acknowledged. Our administration has expressed the reality of knowing the paperwork that is involved when being a special Education teacher, but beyond that, no acknowledgement. Becomes quite frutrating and disheartening at times.

[amy]

YES!
I am right there with you....unfortunately I think we have many administrators that have no experience in special education and thus...don't know how to help or what to do with us.