Option+1

Option #1: Time and Efficiency

Hertzberg's two dimensional model, dual factor theory of motivation. Primary motivators are intrinsic rewards that impact students. E.G. the work I did to help the student and make a difference in their lives. Conditions they complained about most are those that interfere with achieving those intrinsic rewards.

Expecta

Providing teachers with the opportunity to make data driven instructional decisions that will improve student achievement, teachers will be intrinsically motivated.

Framing the discontent of the teachers with the idea that reducing or eliminating the hygiene factors will increase the perceived instrumentality (benefit) and confidence to complete the work required. Discrepancies in the required work expectations of teachers at various elementary school buildings due to administrative changes, procedures, and accountability. Union claims that the inconsistencies in expectations, procedures, and process among school buildings have caused an increase in work load that violates the teacher’s contract. The union claims that the time required for teachers to complete the work necessary is above and beyond the contractual working hours including the 45 minutes of preparation time. That the additional workload does not allow for teachers to utilize their preparation periods as intended, negatively impacts the instructional program, and


 * Admit district's wrong doing or oversight. I did not have clear plan for redsitributing administrative duties, or a plan for collaboration with all stakeholders and the impact that would have on the implementation of district/school initiatives.

Cite pg. 65 Odden. Chapter 4 Odden.

Collaborative Learning process.

E.G. Creating new Report cards was a collaborative process.

• District Office will develop and provide a consistent organizational structure, procedures, processes, and communication guidelines for the dissemination of expectations as related to the implementation of the NYS reform agenda and/or other district initiated initiatives.

• Building principals will investigate creative scheduling practices to allow for additional preparation time within the school day. (May cause a need to increase staffing to accommodate free periods for teachers by increasing time allocated to electives or other staff responsible for supervision)

• Building principals and teachers will work collaboratively to develop a consistent timeline for the administration of interim assessments, disaggregation of that student data, and time for which teachers to collaborate with building principals and/or colleague to plan for instructional changes.

• District office will provide differentiated professional development on Superintendent Conference days for individual schools as related to their specific needs.

• District office will provide for 2 early release days to provide for PLC and Data-Driven activities. (May not recommend in this option if you can provide additional preparation time within the school day )

MInimize the number of initiatives to critical components. Align to District goals. Sufficient staff development. Talking with the teachers about their needs.

Volunteer's cost but not necessarily money.

Elementary committee critical work in the next 6-18 months; involve them in the process.