Michael Watson: a case study
The assistant principal's evaluation of Michael's class actually questions his teaching style and thereby challenges his philosophy of education. It seems Michael's teaching style and student rapport are getting in the way of his need to be more demanding. What do you think? Is Michael right? Or is Alan right? Consider Michael's strengths and challenges. How might they affect your positions here?
This case study could be a hot topic for a school grievance committee. Was the teacher reprimanded unfairly? I say yes! The teacher received a poor evaluation because the administrator thought some material was not covered and students were not raising their hands to answer. I see many problems with the evaluation:
ReplyDelete1. The teacher should have had a goal setting meeting with the administrator beforehand to agree on what parts of the lesson he wants to have critiqued.
2. The teacher should not have had a surprise visit for evaluation.
3. The administrator did not address the purpose of the lesson which was review, not a test.
Furthermore, the administrator should be faulted for not building a rapport with the teacher. He was not at all respectful. For one reason, he read aloud which was quite demeaning. The administrator did not show trust in the students as learners. They were definitely engaged in the lesson due to the fact that the teacher made the lesson meaningful. This teacher was SAPPED! not ZAPPED! It was so evident by the last line..."I have a class to teach." What happened to "I have students to teach???" At the very least this teacher should write a rebuttal to the evaluation if not file a grievance.
Great response Linda! I agree too that the teacher here was treated poorly and had an evaluation based on information from an unfair observation. My first impression as I was reading the article was the administrator was jealous. It sounded as if he didn't like it that students liked his replacement better than they liked him. Sour grapes!
ReplyDeleteFrom the description, Michael seems like the teachers we have read about in engaged classrooms. He really cared about his students and their learning. He added that element of excitement to the class. The student's obviously liked him and respected him. And it sounded as if the students were learning. They were engaged students. (I'll bet the students from the administrator's former classes weren't!)
Now to be the devil's advocate here - I am one of those people who get really frustrated when teachers/presenters/professors talk so much they don't stick to their agenda and end up skipping important information at the end of class. I think it is an art to stay on task without rushing the class, something an engaging teacher must work hard at doing. When his students were engaged in their learning it was a hard call to continue the with the flow of things or try to finish the review. I do however feel that if this were a problem with Michael's teaching, the administrator could have made that observation in a much more positive way.
It is a shame that Michael was treated this way. I'm sure this is one of the challenges many new teachers are facing when they consider whether or not to stay in the field. Good administrator support is crucial in these first years and it is apparent that Michael did not receive it from Alan. I do hope the math chairperson that observed Michael first can continue to lend him the support he needs.
Well… I feel like we were left hanging. Did Michael take the poor advice of the administrator and adjust his teaching style, or did he continue with his current practices knowing how much the students were engaged and benefiting from the open discussion and practical lessons?
ReplyDeleteMichael was treated very unfairly, and I agree with Linda that he should probably look into responding to this evaluation in some way. It’s interesting that an administrator would not acknowledge the fact that the students were very engaged in the lesson and see that Michael’s rapport with his students is contributing to their success in applying the vocabulary (or other material) in the correct context. It is unfortunate that sometimes teachers are under the microscope because students really enjoy them and perceive the teacher as “easy” or a “pushover.” Simply because students enjoy a class does not mean that the teacher is not meeting expectations.
As far as the administrator goes, I have never heard of someone orally reading through an evaluation with someone who has a copy right in front of them. Ironically, the administrator did the exact thing that he accused Michael of not doing. He did not make his objectives clear prior to the observation or the follow up meeting. Michael felt that things had gone well and seemed caught off guard. Instead of receiving constructive feedback, it seems as though he received a reprimand, and an “or else.”
In the Michael Watson case study, I could see from both perspectives: Michael’s and Alan’s. It’s wonderful that he has such a good rapport with his students. To me, that is necessary, especially in high school where students seem to be so “disengaged”. When the math department chairperson came to observe Michael and noted that he should demand proper classroom etiquette, I did not agree. It seemed like that is just how Michael ran his class. Some teachers don’t mind it and some do. I think it is all up to the teacher and his or her own classroom rules and procedures. To me, Michael seems like a caring and empathetic teacher who makes himself available to his students and their needs.
ReplyDeleteAs far as Alan’s evaluation of Michael, I see his point of view also. Each state has standards that need to be met in each subject area. It is important that the teacher stays focused on his or her objective for that day. I understand that sometimes there are random “teachable moments” and you can’t really help those.
It seems to me that Michael was not told in advance about this observation. From what I know about formal observations, you should be told at least X amount of days before. I feel that it would be more fair for Michael to have time to prepare for it.
In this case study we have two people both new to their particular position. I always feel compassion for new teachers who come in, even with experience in other schools, because there is always a slightly different culture in each building or community. Raddison High School’s community is one that sets high expectations for their schools. These students and their parents are hoping to see acceptance letters from the Ivy League. While Alan is new to the position, he is not new to the Raddison culture. He believes that teachers at Raddison need to be very demanding and keep students busy reading, writing, and accountable.
ReplyDeleteMichael’s teaching style is like his coaching. He is encouraging, engaging, and he believes in building a more informal relationship with his students. Alan on the other hand had a much more formal approach which he interpreted to be more demanding. While Michael’s approach was different, that didn’t mean he was any less demanding of his students.
I do not agree with Alan’s handling of the formal classroom observation-for the same reasons as mentioned by others. He was demeaning and did not give Michael and opportunity to discuss his philosophy or how well the students were gaining insights into the concepts they were discussing.
Dale was a much better mentor to Michael. He made suggestions that Michael took advantage of to help with classroom management and focus. Dale also made sure he encouraged Michael and was there to offer support in a variety of ways.
Alan on the other hand, was not nearly as encouraging or supportive- and really dealt Michael an unfair blow. Alan’s positive comments were not sincere and Michael sensed it. Alan did not sit down with Michael before hand to plan a visit or have time to discuss with Michael what he might expect to see. I don’t agree with Alan that Michael’s daily objective was not met. I think when students can make meaning of a word and apply that meaning and/or make connections to real world situations- then they’ve got it!
Michael has many teaching strengths, including his passion for students and teaching. His challenges, besides Alan, might be in making sure when he makes a rule he keeps it. If he can’t, then he needs to reassess his own policies. The example I am thinking of is Katy. He broke his own absence policy by allowing her a make-up test.
Like Erin, I would like to know how things worked out.
Watson’s case study is like Cuban’s article, “A Tale of Two Schools,” brought to life with a whole story line, characters and setting! Alan probably infuriates me-good antagonist-because I’ve known administrators like him, and I’ve felt that heart-sapping feeling Michael felt. It’s horrible, and you think, just for a couple of seconds, that you don’t know what you’re doing. But it quickly goes away when you see your kids again. This, to me, seemed like the perfect picture of the traditional teacher vs. the progressive teacher. From the way I see it, it wasn’t so much administrator vs. teacher, though; it was more teaching style vs. teaching style.
ReplyDeleteAlthough we may think the little “pop quiz” Alan imposed on Michael wasn’t right, we have to remember that supervision/evaluation is different across the country. For all we know, evaluations in their district may be on a “pop” basis. What struck me about the whole thing was how strongly Alan’s traditionalism came through, even in the administrator’s office! First, Alan had to have his secretary announce him, and he addressed her by her full, formal name. He had Michael’s report all typed up and ready-right on time. The whole “please read along quietly while I read aloud,” and “read this over tonight, sign it, and return it to me first thing tomorrow morning.” Then there was his whole demeanor about how this was the way it’s always been done, so this will be the way. I see the problem here as being that Alan has never had the experience of Michael’s style of teaching; if you don’t have the experience, then you don’t know it. He gives me the impression he needs the structure, he needs the rules, and he needs the control-it’s HIS learning style.
Michael, on the other hand, experienced the more progressive style of teaching/learning on his own-even before he became a teacher. Yes, he did go to school for math, but then he owned and ran his own business, too-hands on-with people. He became a coach where like a teacher, one has to find styles of learning that will work, and successful coaches have made their teams feel like their families-like they share something bigger than field or court work. If teammates know each other on different levels than just “the field,” they’re more apt to work and communicate better as a team. Michael knew that and incorporated it into his teaching and his rapport with the students. For example, he chose to enter the school where he knew the students would be; they know he’s there, he’s available, and obviously he cares about them, otherwise, he’d be sneaking into the school where the other teachers go. He designs lessons and learning experiences that truly connect the students to real life. When he made the decision to guide the students through the vocabulary they needed to know, he was actually engaging them in a learning conversation that they won’t forget because it directly applies to them and their lives. Another example of Michael knowing his students was when Katy approached him, all upset about her not being ready for a test. Yes, we teachers have certain rules about such things, but look at it this way-are we assessing the students for how much stress they can endure, or are we assessing the knowledge and application skills they have? If that’s all it takes is one extra day and a few moments of their time together to reassure Katy she’s ready, then take the day. She doesn’t need to be building stress for 24 hours and then really not do well. It’s not that Michael couldn’t take constructive criticism, either, because Dale had just observed him and gave him some pointers he included right away. He did it in a positive and supportive manner; he didn’t say, “Here’s your assessment. Sign it and hand it back in tomorrow.”
Alan had been a teacher at the school before he’d been promoted, and that is where most administrators come from..the classroom. Is it important for us to know what sort of teaching style our administrators embraced before sliding behind the desk? Will they judge us the same way?
Michael, Dale, and the students all saw and were happy with the learning that was going on, but Alan couldn’t see it. This case study only affects my belief in that it strengthens what I believe to be best for students’ learning-whatever engages them and makes them want more is what works.
This case study left us hanging just like Jennifer. I agree with the comment that Ceil made about Alan and Michael both being new to their profession. I can not help but think that this situation happened because of inexperience. I think that sometimes we forget that we have made many mistakes to get where we are today.
ReplyDeleteThinking about the way Alan handed Michael’s appointment, to me did not seem professional. One reason is because he read the observations to Michael. Part of me thinks that perhaps Alan had his observation read to him in the past, and felt that this was the protocol for Raddison High School. I do not believe that Alan was personally attacking Michael. He is still learning and making the transition to becoming an administrator. I would like to think that Alan would assess his meeting with Michael and make corrections just as if he was still teaching. I also agree with everyone in that Michael should meet with Alan again. Michael has the right to meet with him. Michael should wait until he has had a chance to let things settle. Michael also should address how he felt when he left the meeting and reveal his teaching philosophy. If Michael dose not address this with Alan, Alan may not know that he could improve in giving feedback. I think like every new teacher Michael was put in an awkward situation that left him confused. It seemed like he was beginning to get recharged just by being in the halls with his students. If I could predict this ending I would like to believe that Michael would have been confident in himself to set up another meeting and Alan would be more professional.
Hi everyone. Where did you find the article for this case study??
ReplyDeleteJohn,
ReplyDeleteTim e-mailed the article last week.
Thanks Ceil. Can you, or anyone else for that matter, send me the articles? My Castleton email access is not working. My alternate email is john.testa@rcsu.org.
ReplyDeleteThanks in advance.
I e-mailed to your Proctor account.
ReplyDeleteKaron, I completely agree with you that the issue is more of a teaching style issue. Alan and Michael obviously have very different styles. Now the question is, who's to say which teaching style is better? I feel as though we all enter this profession with similar goals. How we reach those goals vary from teacher to teacher. We are not carbon copies of each other and can't be expected to all teach the same way.
ReplyDeleteAlan does have a right to his opinion, although he could have taken a different approach. As I read the article I felt like Michael was being set up for failure. Alan noted that he had heard that Michael was "too easy". Then he observes him without any notice. I don't feel that this is the best way to work with your staff. Support from your administrators is needed in every building.
I commend Michael for his interest in his students. I also agree with the way he teaches. He feels like he is reaching all of his students and isn't that what we all want. I agree that there is a fine line between teaching and becoming friends with your students. I also know that students who feel respected by their teachers and feel like the teacher is there to support and help will get the most out of the class!
Thanks for the help!!!
ReplyDeleteI guess it’s not a good idea to write an agenda on the board! Michael can only be faulted for failing to meet his stated objectives. However, his administrator was wrong to criticize his methodology, rapport with students, and the academic rigor of his courses, especially based on two random observations. It seems to me that Michael employs the Socratic method of guiding learning through constant questioning and discussion. I find that this creates for a lively and energetic atmosphere, and is especially effective when used with middle and high school students.
From the administrator’s advice to Michael, I can see that he must run a very traditional and structured classroom, which is fine, but certainly not the only effective pedagogy. Pity the students who attends a school where every teacher delivers the curriculum in the exact same manner, be it traditional or progressive. Different kids thrive in different atmospheres. I had great teachers that ran almost obsessively structured classes, and fantastic ones that were totally unpredictable and “loose” about routine and formalities. The situation with Michael could be easily reversed had his administrator taught under a progressive principal expecting to see student-centered classrooms.
The Michael Watson case study was interesting. I don’t think that it was right for the assistant principal to question Michael’s teaching style. Michael’s philosophy of teaching is authentic. He really cares about his students and wants them to learn. He makes connections to his student’s learning with real life experiences. Alan based his philosophy on student test scores and if the students had memorized what they had read. Alan based his observation as if the students were taking a test. Michael was taking what they had read and was explaining the content and trying to make connections so that they would understand it. Alan believed that his teaching style was the only teaching style and expressed his style even with his teachers.
ReplyDeleteI think that Michael should take a stance in defending his teaching style. He should file a grievance and let others know how he feels and that his teaching style is not wrong, it is different.
After reading the Michael Watson case study, I feel that Alan was very rude to Michael. I agree with Diane that he seemed to be almost jealous of Michael’s rapport with his students. It is obvious that Michael loves to teach, and he is more concerned about engaging his students that meeting the day’s “agenda” He felt that the students benefited more during an open discussion of vocabulary words that simply doing busy book work.
ReplyDeleteMichael’s students clearly respected him. They seemed to come out of their shells, and feel comfortable expressing themselves in his class. I could maybe see how Alan could perceive that as being too “disruptive”, but it seems as though the students feel that their opinions are valued since Michael takes the time to listen to students’ responses. On page 6 Alan states “This school has a reputation for excellence. We got that way by making uncompromising demands on the students all the time.” This statement shows that Alan seems to be more concerned about the reputation of the school rather than the engagement of students. It is discouraging to see this kind of attitude from an individual at an administrative level.
Michael also makes the extra effort to assist his students. For example, when the boys in the hall asked for help with their stock portfolio, even though Michael couldn’t assist them at the moment, he made a time to assist them. Many teachers would not bother to make the time. The students respect him as a teacher because he respects his students as individuals.
I think that Michael sounds like an excellent teacher because he places most significance on students engagement. Relating back to the Sam Intrator article “The Engaged Classroom”, Michael was demonstrating all of the characteristics of “engaged time”. He allowed students to create something new, share personal presence, connected content to teen questionings, and knew his students as people. These two articles relate because I perceive Michael as the teacher describes in “The Engaged Classroom.”
I agree with Kelly that Michael did not receive enough advanced notice about his observation. In my opinion, I would suggest to Michael that he keep using the same teaching methods, and tweak his lessons when Alan does come in to observe. Too often administrators provide feedback on a classroom of students they don’t even know. Where is the originality in that? In the building I work, my principal makes an effort to come into every classroom every day. This is very encouraging because her feedback is important since she takes extra time to visit classes daily, and gain knowledge on the routines of individual classes; thus having a sense of understanding when completing a formal observation.
I agree with Linda. Michael was reprimanded unfairly. In my opinion, Michael is a successful teacher and his students are engaged. I think it is extremely important to make connections with your students and to be yourself when you teach (similar to what Palmer is always saying). If I was in Michael's shoes as a new teacher, I would be very intimidated and hurt. I would have a hard time having the courage to tell the administrator my true feelings. I hope Michael didnt change his style completely!
ReplyDelete