Especially for Co-ordinators - Managing the English Program

What to do if ...

a student complains of unfair treatment by a teacher
a teaching program is inappropriate or inadequate
a parent complains about a text
a student wants to know why he is not being assessed at the top syllabus
a parent wants extra literacy support for his daughter
you have a scenario you would like to share

As English co-ordinator, you often have to deal with problems experienced by teachers and students. There is no simple recipe for dealing with these situations. Generally, you have to rely on your common sense and professional judgement to ensure problems are resolved. The scenarios below represent one way of dealing with a difficult situation.

Scenarios:

Linda, a Grade 9 student, feels her teacher has assessed her work too harshly. She asks the teacher for advice on how to improve her essay writing and, after rewriting, finds she had gained the same assessment. She approaches the teacher who refuses to discuss the matter any further. Linda takes her problem to the English co-ordinator.

As English Co-ordinator you could take the following steps:

• Identify Linda’s perception of the circumstance.
• Listen attentively, but do not pass judgment. Take some brief notes.
• Clarify the nature of the complaint. Meet with the teacher involved and listen to his/her understanding of the circumstances. Discuss some of the options for sorting out the problem with both parties. It may be possible to organise a mediation conference, or discuss ways the student could handle the problem through role playing a resolution. Arrange for follow-up discussion at a later time. If the issue seems difficult to resolve, you will have to make a professional judgment as to the cause and validity of the complaint. Address this with the teacher and Linda and follow up accordingly.
• Remember that you are modelling conflict resolution strategies for the student and teacher concerned. The feelings of both parties must be considered and accounted for in a professional manner.

2. You become aware that a teaching program operating in one classroom is inappropriate or inadequate.

Mr M has been teaching for 20 years. Having attended a recent PETA seminar and been impressed with the ideas presented, he decides to place more emphasis on speaking and listening. It is the end of Term 1 and a parent has complained that there is little evidence of written work having taken place in the classroom.

As English Co-ordinator you could take the following steps:

• Identify the specific aspects related to the inadequacy/inappropriateness of the program. (Other examples include: work being poorly planned, lacking variety, being too difficult, not catering for different learning styles; using inappropriate resources.)
• Provide an opportunity for Mr M to outline the intentions of his English program to you. This can be done in a low key, non-threatening way by asking how the class is going and whether he would like any suggestions or assistance with any part of the program. Use this discussion to find out more about Mr M’s aims and gain an impression of the effectiveness of his program. This is critical in helping you decide on an appropriate course of action. If Mr M recognises that there is a problem, offer support such as resource sharing, planning a unit of work together, modelling lessons or providing time for reflection and planning.
• Negotiate some short term and long term goals.
• Monitor progress and provide opportunities for non-threatening feedback and follow-up. Focus on the positives and build for success. If Mr M fails to acknowledge that there is a problem, there is no simple answer to the problem! Hopefully, you have already developed a strong, collegial relationship with him and can discuss potentially threatening issues in a supportive way. Do not avoid the issue!
• Devise a way of informing Mr M of the concerns of the parent.
• If appropriate, consult with an AP or member of senior staff and establish a support network for yourself and some strategies for dealing with the problem.
• Ensure confidentiality - Mr M needs to feel respected. Undertake some awareness-raising; this may require some frank discussion.
• Give Mr M time to consider the issue and allow him some control over future directions. The next step is the hardest. Mr M needs to be accountable for undertaking some steps toward change. Reach agreement about changes to be made and record progress.
• Monitor and provide Mr M with regular feedback. This may need to be done in a very structured way. Expect some resistance, but build for success and don’t lose sight of the objectives you have set. In extreme cases, keep dated records of discussions and agreements reached.

3. A parent complains about a text.

Mrs C has rung the Principal to complain about the viewing of an MA rated movie in a Grade 10 English classroom. She is particularly concerned about what she perceives to be the inappropriate language and excessive violence in the film, and does not consider it suitable for viewing by her child.

As English Co-ordinator you could take the following steps:

• Be receptive to the contact made by Mrs C and treat her concerns seriously.
• Listen attentively and clarify the nature of the complaint. If you are unaware of the circumstances, assure Mrs C you will investigate and follow up.
• Inform the teacher about the nature of the complaint and the Department of Education's preferred practices in relation to the showing of MA rated videos.
• Make sure you are informed or gain information about the exact use of the text in the classroom. If you are unfamiliar with the text, examine it and make objective judgments, weighing up the concerns expressed by the parent and the teacher’s intentions in selecting the text. If necessary, consult with a member of senior staff regarding the situation. It may also be appropriate to consult the PCO English and to check Departmental practices.
• Decide on an appropriate response, and inform all parties.
• Be sensitive in your feedback to Mrs. C and ensure she is satisfied with the outcome, or at least very clear on the position you have taken and the reasons for doing so. If Mrs. C is still dissatisfied, offer to provide an alternative text for the student to study.
• Develop some standard operating procedures in selecting and using texts in the classroom. These should include a process for seeking the permission of parents to show MA rated films.

4. A student wants to know why he isn’t being assessed on the top syllabus.

Paul is a grade 10 student in a small district high school. Paul is a achieving good results in 10 EN416B English. Paul works very hard and does not understand why he is not achieving results in 10 EN417B English.. There is no student in the class who is being assessed at the higher syllabus. Paul discusses the matter with his teacher who suggests he come and see the English coordinator.

As English coordinator, you could take the following steps:

• Contact a co-ordinator in a larger school and ask for work samples, or contact teacher friends in other schools and ask them to do the same.
• Contact the district English moderator for assistance with descriptions of standards.
• Critically review Paul’s work with him and explain why the lower award has been given.
• Show Paul some work samples which gained top course awards and discuss what he needs to do to achieve a higher award.
• If Paul has already achieved the level of which he/she is capable, some tact and diplomacy will be needed to explain why he may not achieve a higher rating.

5. A parent approaches you seeking extra literacy support for her daughter.

Mr L contacts the English co-ordinator about his daughter whom he believes needs extra literacy support. She is not reading as well as her brother was in the same grade. Mr L has already spoken to the class teacher but is dissatisfied with what he has been told.

As English coordinator, you could take the following steps:

• Meet briefly with Mr L, explaining that you are taking his concerns seriously and want to have some time to investigate more fully.
• Meet with the class teacher and learn all that you can about the situation. Meet with the student. Talk with her about her perceptions of her reading.
• Listen to her read and make some judgments about it in relation to the appropriate TLOs or Flying Start assessments.
• If appropriate, confer with members of the District support service.
• Meet with the teacher and decide on a course of action. This will vary according to the situation and extent of the reading problem. There may be more than one solution.
• Arrange a joint conference with Mr L. At the conference, discuss all the issues frankly and attempt to reach a consensus on the best course of action.
• If there are unresolved issues, it may be necessary to involve senior staff in future discussions.

You Have a Scenario You Would Like to Share

Please contribute to your colleagues’ professional learning by contributing a challenging scenario in which you have been involved. Your scenarios can be sent via Enquiries on Line.