Have you ever worked with a teacher who didn’t want to work with you -at all? I did and I promise it almost broke me mentally and professionally. All of our disagreements came to a head as we set in the office ready to have a meeting with the principal.
Before I get to that, let me start at the beginning of the story.
I was hired to work as an Instructional Coach halfway through the first month of school. So when I arrived, I was nervous, scared and hopeful that I could bring my previous work as a teacher into working with other teachers. Two days into the job, I had to run my first Professional Learning Community and go over the principal’s expectations for the team. Everything was going well and teachers were asking good questions until we came up to the line-When are lesson plans due?
I started, “So Mr. Cunningham* wants all lesson plans turned in by Thursday evening so that we- the coaches- could have feedback ready to you by the time you leave on Fri-”
Before I could get the last of the word out Mr. Fox* interrupted me.
“Why Thursday? I like to sit down on Friday after the students leave, go to an early dinner and write my lesson plans well into the evening.”
Taken aback, I explained again what the principal wanted, but with that came 20 more questions about why Mr. Fox thought this was unfair. Obviously exasperated, he left the meeting vowing to meet with Mr. Cunningham to plead his case. I could tell by the look on all of the teacher’s faces that they were not amused by Mr. Fox and I immediately knew that he would be quite different to work with.
Now, based on that interaction, you’d think that Mr. Fox was a veteran teacher, but no, he actually a second-year teacher who had decided that he knew everything there was about teaching history to high school age children. Upon observing his class, it was clear that there were issues- specifically around classroom management and instructional strategies, specifically, he lectured the entire class period and if a student didn’t do what he said at that moment, he put them “out” of the classroom. However, Fox decided he didn’t need anyone’s help.
That belief posed a major problem with the vision of our principal Mr. Cunningham who had a clear instructional vision about the school that directly in contrast to how Mr. Fox operated his class. So for the next couple of months, I attempted to build a relationship with him, but to no avail. Despite his reluctance to work with me, I still had to visit his class several times per week and offer feedback and try to get him to embrace a more student-centered classroom. Nothing worked. He relied strongly on his summer training of teaching and recoiled if anyone suggested that he use anything other than the textbook.
All of this came to head, after a visit from the state where they witnessed Mr. Fox demean a student because they didn’t have the right type of paper and lectured the entire class period. Immediately after the observation, I was called into the office and there was Mr. Fox waiting.
Not knowing what was going on, I knocked on my principal’s door and he quietly opened the door and pointed for me to sit since he was on the phone. After about five minutes, he hung up and before I could ask him what was going on, he called for Mr. Fox to sit down.
The next fifteen minutes were interesting- to say the least. There was a lot of tense moments with the principal laying out his concerns one-by-one and Mr. Fox sticking to his guns that everything he was doing was right. The entire time, I just sat in my chair and listened- this was not my meeting and despite what I personally felt about him, this entire exchange was awkward and unwarranted. In the end, the principal gave Fox and ultimatum- make your teaching more center-focused or his evaluation would show that. Begrudgingly, Mr. Fox agreed he’d work with me and we’d meet again in two weeks to reassess his progress.
We all left that meeting feeling pretty ‘beat up’ but I couldn’t just go back to my office- I needed to have a follow-up conversation with Mr. Fox- not to beat him up, but to let him know I was really there to help him. During our quick meeting, I reiterated that as a second-year teacher it was normal for him to struggle and that if he needed help with what he had to do let me know.
I left feeling better and I apparently he did also because later that night I received an email asking if he could meet with me during his planning to see how he could organize his planning better. Our work relationship got better once he realized I could help him and I did. He ended the year feeling much less like he had a target on his back and he even sent me a nice note thanking me for working with him despite his ‘bad’ attitude.