There was recently an article in the N&O about the Teacher Working Conditions survey, suggesting that principals' evaluations (and, potentially, employment) are tied to TWC results.
Do you believe that principals should be evaluated on their TWC results? Why or why not?
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46 comments:
Absolutely, the people who principals provide support for everyday should have an effect on a principal’s evaluation. I believe that whether a principal sinks or swims will depend totally on the staff that makes up a school. Part of being a principal is being a reflective leader. It doesn’t matter how great your test scores are if your teachers are unhappy. Unhappy teachers make for unhappy students. Plus, if teachers are unhappy, a principal will spend a lot of time hiring new teachers as a result of turnover.
I am a big fan of the teacher working conditions survey. I believe that administrators should be held accountable for what the survey reveals. Having said that, however, by no means do I think it should be the sole measure used to determine whether principals should be retained or fired. For example, think about this scenario:
What if a new principal arrives at a school mired in mediocrity. S/he makes several changes to structures and expectations that will eventually lead to greater student achievement. However, the existing staff is complacent and wants things to remain as they always have. The principal then gets low scores on the TWC survey.
I think that our discussion about data was a great lead-in to our current topic. I think it’s important to ask “what does the data really say?” Having just worked at one of the schools (negatively) highlighted in the lovely charts of the N&O article, I certainly have mixed feelings about the survey. Our school was one just as Greg described above in his hypothetical example. We had a brand new principal, an apparent divide in staff, and lots of new initiatives (many that were, without a doubt, for the best). The implications of the "changes" were evident on our TWC results.
As we discussed in our recent blog about "lying numbers," I saw several discrepancies in the results for our school. For example, the feedback in the mentor/mentee section represented a number larger than the actual number of mentors and mentees on staff.
While I don’t rest my opinions of my former school or other schools soley on the results of such a survey, the results of the TWC did “drive” 1 of 3 of my former school’s major SIP goals, along with several other indicators of success. Our staff felt that the data was just as much of an indicator for overall school improvement as EOG scores. My hope, as a future administrator, is that my staff will see the survey as an evaluation of our collective efforts, not just my job performance as an administrator.
I agree with Brad, there needs to be an environment where teachers are able to teach and students are allowed to learn. If there is any form of hostility, children catch on and then either the principal or the teacher looses the respect of the students. I am not saying having a dictatorship or every goes atmosphere; there must be some sort of balance between the two. The principal needs to be able to lead and the staff’s concerns need to be heard. As Greg mentioned the surveys are a good tool in assessing the learning/teaching climate, but maybe they should be done before, during, and after the school year to compare that data.
Brad and Sharon-I agree with you. Principals need to be held responsible for the working conditions that exist in their schools. The TWC survey provided school adminstrators with data that can help them make positive changes for a school.
On another note, the TWC survey is sometimes used by teachers to get their frustrations out-which can have a negative effect on the survery results. Teachers are often not given many opportunities to "vent" about their working conditions. If a teacher is unhappy with one aspect of his/her working conditions, they may let that impact how they respond to the entire survey. I think we need to give teachers other opportunities to express their concerns regarding working conditions so that we can work on it continually and not just once a year when the survery results come in.
Sharon, I love the idea of doing the survey before, during, and after the school year to compare data. Why not, one of the premises behind PLC's are formative assessments.
This would also allow principals to get immediate feedback on their effectiveness as administrator. Principals can use the first two surveys to as a way to improve their effectiveness going into the third and final evaluation of the year. Teachers do this why can't administrators? Just like EOC data the TWC can only be used to improve instruction in the next school year. What are administrators doing to improve thier effectiveness during the current school year?
As much as I believe that PLCs are designed to bring teachers and administrators together, collaborating/sharing ideas. There are some concerns with how they are being administered. Please note how my school is beginning and struggling with PLC.
Currently, at my school, we voted to have shortened “regular specials” times during the week in order to provide a double-planning period once a week. The first session of the planning period is devoted to PLCs. So far we have canceled two because our principal was away and another ran over the time and caused teachers to be late picking up our students – throwing us off. The past two weeks, we have been focused on data; however, all the data had not yet been collected and those of us from last year did not have anything to look over.
I am hopeful that because it is new we won’t be stressing out over it and it will begin to flow. I hate the constant feeling of playing catch-up and PLCs are supposed to alleviate some of this.
Please forgive last post, off-task
My only concern with all the surveys is that somehow they won’t be considered anonymous. Even though I did not teach last year at the school I am currently working, on the first week of school they reviewed the climate survey from last year. Things were very uncomfortable when the principal asked for members of the staff to explain some of their answers. Everyone felt very on-the-spot and I wasn’t even there. I know that some items needed to be addressed, but I am not sure if it was handled in a manner that ended productively. I am sure people were worried that if they answered as to why they responded as they did, they would have been challenged, which defeats the purpose of the survey in the first place. I am sure the administration reflected on what they could have done differently, but it did not come across that way, especially not the people at my table.
After reading about principals being let go, partially due to the TWC survey, it made me think about the period of "two years" that Dr. Veitch recommends be given to new teachers - why shouldn't this follow for new principals? After one year, a high school principal in CHCCS in a brand new school was let go. Now, the survey was part of the consideration, but I'm not sure what else happened. Even still, as Leslie stated regarding her new principal, the data often is relative to the previous year's situation at that school and the steps being implemented which will cause a shake up of any staff. I thought these TWCSs were only done every other year? Even so, after one year, it should be relative to the situation and only used reflectively to build stronger leaders.
On another note, the school where I worked had some seriously low scores regarding administrative support, shared decision making, empowerment, trust, and others. The principal addressed these frankly and then made changes in her leadership style. She asked team and department leaders for support, staff for anonymous feedback to help address the areas of concern, and this year her TWC survey scores were the highest of all middle schools in the district. I believe it can be a helpful tool for feedback and promotion of teacher satisfaction.
I agree with most of you that the administrator should be held accountable for the conditions at their school. I also agree that time should be allowed for them to make changes to improve the conditions at the school before being let go. If reform initiatives take time, then changing conditions at a school also takes time.
On a different but similar note....if teachers have a working conditions survey, does the state have an administrators working conditions survey to hold a district accountable for the conditions of the distrist? (EQUITY across the board!)
Hey All,
I'm enjoying your conversation on the teacher working conditions survey and hope it continues when I get a chance to visit your class next Thursday.
One of the themes that I hear resonating through your posts is a bit of defensiveness about what negative results on the survey might mean for administrators---and honestly, that's a reaction that principals have had to the survey since its inception.
As a classroom teacher, that makes me laugh a bit because administrators have spent the last few years trying to force feed numbers down my throat! I'm supposed to be data driven. I'm supposed to embrace numbers as an honest reflection of my performance. I'm supposed to see negative scores as an opportunity instead of an ending.
So why shouldn't the same messages apply to administrators?
Do administrators send conflicting messages about the importance of using data to drive decision making when they push away numbers that reflect on their own performance?
Is it possible that an administrator's reaction to the results of the teacher working conditions survey could set the tone for a building's data use and improvement efforts?
Bill Ferriter
6th Grade Teacher---> who's also done a ton of work analyzing Teacher Working Condition Survey Data with the Center for Teaching Quality and the New Teacher Center.
Leslie wrote:
My hope, as a future administrator, is that my staff will see the survey as an evaluation of our collective efforts, not just my job performance as an administrator.
You're on to something here, Leslie, that has been a barrier since the TWC came to be in North Carolina. It HAS traditionally been seen as a reflection of the work of an administrator RATHER THAN a reflection of the work of an entire school community.
That burns me badly simply because it allows teachers to disempower themselves. "We can't do anything about working conditions---it's our principal!" becomes our rallying cry.
And that's kind of pathetic! If teachers want to be considered professionals, we need to accept ownership over improving our profession.
Period.
But, I wonder if the typical approaches to data analysis in schools haven't fostered these "us v. them" comparisons. Here's what I mean:
Most years, I teach a tested subject---Language Arts---and am subjected to a year's worth of smoke blowing about how "We're all Language Arts teachers," and "We're all responsible for the results of the end of grade exams."
Elective and PE teachers proudly argue that their work is contributing to the academic success of the children in our school. Science and Social Studies teachers see themselves as my equals. Media specialists and guidance counselors trot out programs that are supposed to add to the "collective efforts" of our building.
But when the scores come back in June, my work is the only work that is evaulated or criticized!
Administrators sit me down and review my "effectiveness index."
Special professional development sessions are planned for my learning team so that we can "improve."
No one ever assesses the impact that ANYONE else has on teaching and learning in the building. Essentially, if you're not in a reading or a math classroom, you're not responsible or accountable for anything other than principal evaluations.
So the "we're all in this together" messages may sound real nice, but they're garbage.
If this trend occurs in the evaluation of teachers, should we really be surprised when it happens in the evaluation of administrators?
Don't get me wrong---viewing TWC results as a direct reflection of the administrators is a simplistic interpretation.
But simplistic interpretations have defined my career as a language arts teacher.
How do we get to the point where simplistic interpretations are banned from education all together?
And is that even possible in the economically strapped accountability culture that we currently live in?
Rock on,
Bill
Jennifer wrote:
On another note, the TWC survey is sometimes used by teachers to get their frustrations out-which can have a negative effect on the survery results.
Jennifer---> Here's a bit of pushback from a classroom teacher's point of view:
Principals have used this line about a thousand times to argue that the results of the teacher working conditions survey are invalid.
And honestly, that's a bit insulting to me as a classroom teacher.
These kinds of responses are dismissive, suggesting that the frustrations of teachers aren't real or valuable sources of feedback for administrators.
I'm actually a bit tired of being told by decision makers that my perceptions of the workplace have no merit.
Is it possible that frustrated teachers "venting" on the TWC might actually be a sign of real problems in school leadership that need to be addressed?
Rock on,
Bill
Bam Bam, Looking forward to hearing more of your thoughts next week! Your "us v. we" comments have me thinking. I'm curious to hear everyone's thoughts next week on the issue of equity/lack thereof of accountability measures across the board for educators - all teachers and administrators.
If the principal of my school percieves TWC survey results as a pesonal affront rather than a platform for school improvement, why on earth would I want to work for him/her? In fact, I wouldn't send my kids to a school managed by an administrator with that mindset.
It is a tall order indeed to expect a school leader (or anyone else) who is on the defensive to truly listen to the constructive criticism of her faculty in a proactive fashion. These are administrators who really don't welcome input from their staff at all. It's hard to perceive a healthy working enviroment in that scenario which is ultimately healthy for children.
Effective team building is heavily reliant on leadeship that facilitates a proactive response to hard questions from all stakeholders. I am not nearly as concerned with school leaders who receive poor marks on the TWC survey as one who receives poor marks and does nothing about them.
I agree with what you all are saying. I think that there also needs to be accountability for the district as well as the administrators when it comes to working conditions. My home town can not keep qualified administrators in the district. They end up leaving after two years on the elementary, middle, and high school levels. I think that the state should use an administrator working conditions survey to find out why administrators keep leaving the district and hold them accountable.
Marcia wrote:
I think that the state should use an administrator working conditions survey to find out why administrators keep leaving the district and hold them accountable.
The good news, Marcia, is that as of the 2008 survey, there have been a collection of questions added that administrators answer regarding the support that they receive from the district.
We'll look at some of those findings on Thursday. They're some of the most surprising findings in the survey!
Rock on,
Bill Ferriter
Kris wrote:
If the principal of my school percieves TWC survey results as a pesonal affront rather than a platform for school improvement, why on earth would I want to work for him/her? In fact, I wouldn't send my kids to a school managed by an administrator with that mindset.
Here's an interesting question, y'all: What percentage of the administrators that you know openly embrace the working conditions survey---and use it actively to guide their actions and the improvement of their buildings?
My answer (sadly) would fall well below 30%!
And when you translate it to the district level, the results aren't much different.
There is a remarkable amount of skepticism towards the reliability of the survey results----which is somewhat frightening to me.
Bill
TWC can tell the principal alot about his/her school. Hopefully, the staff will be truthful and not use it as a way to "get back" at the administration. I agree with Sharon that principals should be give nthe opportunity to use the results to modify his/her leadership style/norms.
I think the working conditions survey should be a part of the principal's evaluation. The survey is a useful piece of data on the working conditions of a school. There is nothing wrong with using surveys as data. Perception is important, especially when the results start to show patterns.
After reading the article in the News & Observer, I visited the NC Teacher Working Conditions website. One of the research findings indicated that, "Teacher working conditions are student learning conditions." I agree. The results of the TWC survey are an indication of the student learning environment as well.
I do think that the TWC survey should be one of the instruments used to evaluate principal performance. Just as in Clinical Supervision of teachers, the TWC Survey can help school administrators target areas for potential growth. In my opinion, an effective leader is a reflective leader who constantly seeks to improve. The TWC survey results provide data for reflection and improvement.
If a principal is working hard to build relationships and trust with their staff and providing the resources and support that teachers need to teach well, I think you would see postive results in the survey. Several of you also mentioned the case where a new principal goes into a tough situation and has to be authoritarian to implement changes. The superientendent needs to view the TWC survey results within the context of the situation. If you are trying to turnaround a failing school, there will be tension due to the changes being implemented.
I agree with all who say it should be a part of an administrator's evaluation--but I think central office has to be careful how they use it. I have seen some abuses of the data.
Given what I know about the surveys that students fill out about teachers, I am a little skeptical about how seriously you can take any results from any survey that does not require explanations along with judgments. I know these are adults, and I would think that makes them a bit more reliable, but we adults do act like children sometimes...we misuse words so give the wrong opinions, we misunderstand the question sometimes, etc.
I think maybe it should be a point for discussion and the principal should have to give his her interpretation of the data or follow up actions--it should not just be accepted as true.
I agree with Bill's comments about data analysis: I HATE SIMPLISTIC DATA ANALYSIS!!! So much of the data analysis done in schools is simplistic and makes me wonder if time spent on simplistic data analysis is better spent doing something else.
I also am sad to say that I have NEVER had an administrator address the TWC results for our school with the faculty as a whole or with the leadership team.
Finally--Brad are you reading this?--it is interesting to note that the Center for Teaching Quality, which developed the TWC, is in favor of merit pay for teachers.
In fact, if Bill (or anyone else) is interested in a rather long diatribe of mine regarding simplistic data analysis, feel free to read this blog post that I (an erstwhile blogger) wrote a couple of years ago.
I agree with most...I think TWC results should be looked at as one factor in a principals evaluation. Especially if there is a trend in the data over time. Teachers are evaluated, in part, by student surveys. Why shouldn't principals be evaluated as well? I do agree that the data she be used as part of of a larger whole. I have seen teachers forget about the survey and go through randomly selecting answers just to complete it (and get their name off of the email that their administrator keeps sending out).
I also think administrators need to clearly articulate what the data will be used for...maybe that way there is more of a buy-in from the staff.
I do think ALL positions in a school should be evaluated BY THE PEOPLE THEY SERVE, so the TWC could be one such source of feedback. As a principal myself, however, I would send out my own to my faculty as well, and I WOULD ask for explanations, especially wherever I was marked low so I would know what people were thinking. Then I would also have data to counter the WC survey if it seemed faulty in any way, or I could validate it.
Robin, I like your idea about sending your own survey to the faculty. This sends the message that you want to improve the teacher working conditions and that you care about their opinions. The key is to actually act on the results.
The results should be discussed with the faculty. The principal should have the courage to stand in front of his/her faculty, admit mistakes, and implement changes to improve the working conditions. If the teachers can see that you are open to their opinions and ideas for improving the school, you become a much more approachable, caring leader in their eyes.
Christian, I agree with you. If a principal wants his/her teachers to take the survey seriously, then he/she needs to stress the importance of it in a faculty meeting. The principal should also be clear that it is highly unprofessional to rush through the survey and select random answers. I think the teachers would take the TWC survey more seriously if the principal tells the faculty that he/she will use the results to make improvements.
Ryan wrote:
I think the teachers would take the TWC survey more seriously if the principal tells the faculty that he/she will use the results to make improvements.
This is an interesting point, Ryan. The survey has just started to really build momentum in North Carolina---even though this year's iteration was the fourth!
In the beginning, teachers weren't convinced that anything would change regardless of their input. They were also worried that their responses could be tracked and that they'd face unfair treatment from administrators because of their thoughts.
How's that for a reflection on teacher working conditions?!
Regardless, the issue that I struggle with the most when thinking about administrators is that few (if any) administrators that I've worked with have ever made data about their own performance public.
And that doesn't sit right with me. If I'm supposed to embrace common assessment results---which might make me "look bad" in front of my colleagues---then I want an administrator who is willing to model transparency with data.
The working conditions survey makes that possible----but it generally doesn't happen.
Which is a missed opportunity, I think, for administrators to model what it is they want their teachers to embrace.
Does this make sense?
Bill
Greg wrote:
Finally--Brad are you reading this?--it is interesting to note that the Center for Teaching Quality, which developed the TWC, is in favor of merit pay for teachers.
Hey Greg,
Glad to see you're on top of your policy reading! CTQ has jumped into conversations on paying teachers differently---but their policy suggestions are far more sophisticated than most "merit pay" plans.
(I only know because I helped craft that report!)
What connections do you see between teacher working conditions and merit pay?
One of our most interesting findings is that teachers have a much broader definition of "compensation" than people would expect. For example, most teachers would take additional time or professional development---domains measured on the TWC survey---in place of additional cash when considering teaching assignments.
In some senses, that could have even greater implications for the application of the survey results.
If you could somehow quantify the value that teachers place on a high-quality work environment, you might just be able to retain teachers without having to increase salaries.
Hmmnn...
Bill
My experience with administrators has been positive in terms of reviewing the data on teacher working conditions. I have never had a principal not share this information whether it was the state survey or a district survey. I like that the survey asks if teachers have had the information shared with the staff by administration. I also think merit pay is pointless. I don't think it makes teachers work to improve as much as having good conditions and a strong principal.
Bam Bam,
I agree that data from the TWC should be made public and problem areas should be addressed with the staff, not just to model transparency but to elicit specific feedback about the problem areas. In my experience, this has never happened and as a result teachers do not put much stock in the TWC (which could lead to faulty reporting). Just a thought BAM BAM! I think the first step should be a thorough explanation of the TWC and what it will be used for. Equate it to teacher observations. Would any teacher want a principal to pull out their observation and willy nilly mark proficient or not...
The original question was should principals be evaluated on their TWC results. I don't believe they should. Many times TWC results are one-sided or biased. Some teachers who take the survey base their answers on past experiences with other principals or some ONE bad experience they had with a current administrator. When teachers believe that a TWC will "get a principal out", I believe that now the survey becomes a "battle" between they way the teacher feels about something unrelated to what is being asked, to what is actually true.
I visited a school that used the data from the TWC to create a Faculty Council. The Faculty Council was comprised of a member from each department of the school and members of the administrative staff. They met once a month to discuss an area of the TWC and reported back to their individual departments on what was discussed. Prior to the meetings, teachers from the entire school had an opportunity to voice an opinion regarding the TWC by the use of Sticky Notes. This was the basis of discussion at the Faculty Council Meetings.
I say all that to say, you have many principals trying to meet the needs of their teachers. I think to penalize all for the mishandling of a few is unfair. Some teachers are going to mad with administration now matter what survey you give them or incentive you try to install. I think to judge a prinicpal's performance based on the TWC is unfair. Of course if an entire school is saying the same thing about a principal (and it all looks "bad") that is still not a cause for terminiation. What if this principal is intiating a change that his/her staff just doesn't want to accept? You say that principal is "bad" because some "survey" said so?
Not to say that all surveys are bad, but some benefit only those that create them...
Timberly wrote:
Many times TWC results are one-sided or biased.
But Timberly----shouldn't this give principals even more incentive to encourage every teacher to reply to the working conditions survey?
That way, there wouldn't be "one-sided" results.
If administrators are afraid that the results of their working conditions survey are not an honest reflection of the perceptions of their entire faculty, then shouldn't they be striving for a 100% response rate?
Why wouldn't administrators push to get as much feedback about the health of their building as possible? What would cause them to avoid that kind of information?
Timberly also wrote:
Not to say that all surveys are bad, but some benefit only those that create them...
Now here's an interesting point---who was the Teacher Working Conditions Survey really designed to benefit?
We keep looking at teachers and principals----but we haven't talked about students at all.
Is it possible that positive working conditions might impact students in a positive way as well?
How? Why?
This really shouldn't be about us, right?
I keep thinking back to Roland Barth, who argues that the key factor in the academic success of students is the health of the realtionships between adults in a school house:
http://tinyurl.com/h3mdd
Do you buy Barth's arguments?
And if so, what role could the TWC play in providing feedback about the health of those relationships?
Bill
I see both sides of the "should teachers be evaluated for the results of the TWC survey" arguement. On one hand I agree with many of you and think that, yes I think they should be held accountable in some way for the results. However, I also agree with those of you that say the survey results are often times one-sided. Even with my principal making it a requirment that we complete the survey we barely had 50% of the staff do so. Of that 50% who completed the TWC survey, many completed it because they wanted a way to complain without their name attached to the complaint. So how do you get everyone involved so they can be used as a evaluation tool for the principal/school?
Mr. Ferriter,
I do believe that surveys are effective, however they can be time-consuming regardless to what the purpose of the survery may be. Even if principals encourage teachers to fill out surveys, who's to say teachers aren't just filling them out to "get it done"? They may just mark through the survey so that their name can be checked off a list of "those who completed the survey (I was one of those teachers).
I do agree with you that this TWC should be about the students as well. The saying goes that "happy teachers make happy students" but this is not always the case. I believe that if students are going to be a part of the survey process then the survey needs to have "plain language" so students will know the difference between "My teacher is effective" and "My teacher doesn't know what she's doing in class."
Timbrey wrote:
They may just mark through the survey so that their name can be checked off a list of "those who completed the survey (I was one of those teachers).
This is an interesting point, too, Timbrey. Why did you just mark through the survey with no reflection?
I just finished having lunch with a colleague who said the same thing about his responses. When I asked him why he didn't take his opportunity to elevate his voice seriously, his answer was, "Because nothing is going to change regardless of the answers that I give. Our principal doesn't care about this survey. Neither does the district office."
I wonder if the risk of teachers giving little thought to their answers would change if principals took a more proactive approach to working with the results---showing that they were interested in and motivated by the perceptions of their faculties.
And I wonder if the state's reasoning behind tying TWC results to administrative evaluations was to make it a tool that was utilized---instead of a tool that was buried or considered irrelevant by decision-makers.
Interesting questions....
Bill
I believe that the information meted out of the TWC Survey to be a helpful tool for analyzing patterns in a building. I do think that Principals should be proactive and support the notions voiced in the survey, thus allowing more teachers to "buy in", as Christian had mentioned is important. Using it during an annual evaluation, however, may not be its best use. Think about the surveys that the students take - do our Principals use those in our reviews, or do they just ask us to be reflective about the data? I have never been told during and annual review that my performance, based on student surveys, was lacking. In a different setting I have been directed, however, to areas of mention. This is supports the method to use that data refelctively, not penally. I believe if there is support from the district office to address the infomration reflectively, rather than threateningly, it will favor better results. Not addressing the data at all might be addressed in a Principal's evaluation, however.
Hi Bill-
I was a classroom teacher for five years and I speak from personal experience when I say that teachers sometimes take their frustrations out on the TWC survey-I was a teacher that once did this.
Do I think that teacher's frustrations about the workplace have no merit? Absolutely not. However, I don't feel that the TWC survey is the best way to find out these frustrations. By taking the time to meet the needs of my staff and be conscious of their needs, I should be able to predict the outcome of the TWC survey before I even get the results. I think this is a sign of a good administrator that is in touch with the needs of his/her staff. I don't necessarily need a survey to figure it out.
First, I do agree that workplace conditions should be addressed throughout the year... and not just at the end of the year. Conducting the survey this late does nothing for the current year and is probably forgotten about over the summer months. I don't know if this is possible, but could TWCs be given more than once during the year. Maybe up to three times. The first being a snap shot of current situations and the others being a continuation of the first. For the later evaluation, the teacher can state whether any changes have taken place. I think one of the measures of an effective leader is that when they are made aware of a problem, that it is addressed, whether or not the teacher gets what they want. If administrators are evaluated, in part, by the changes they have made throughout the year, this may alleviate some of the negative TWC filled out in "revenge and anger" when the teacher will have to justify them throughout the year. Also, the administrator will be forced to acknowledge the compplaints of the staff and deal/answer for them. She can see what is working and not working at the school during the year and continuously work on these issues and not tuck the surveys in a file over the summer months.
I like the idea of doing the TWC survey or one like it multiple times of the year but only if it is going to be looked at and used by administration. If it is not looked at and used then what is the point in having the teachers complete it.
I agree with Jennifer, a good administrator should be in touch with their staff or at least several key players on their staff and would therefore have some idea on the needs of their staff.
Let us not forget about the district's role in the results of the TWC. There should be district leveled conversations that are deisgned to create support for principals that have disturbing results. In addition, instead of firing principals, action plans should be created.
I haven't seen many schools here, but I have to admit that the school buildings I saw astonished me. Comparing the school buildings here with the school buildings in Cyprus and Greece astonished me. I feel that working conditions concerning the buildings here are much better than other places in the world
Concerning the TWC results, I feel that sometimes people do not bite on the hand that feeds them. The fact that teachers can remain without a job may cause them a certain anxiety. I suppose you know better than this since you have lived in these situations. And what Timberly and Bill are discussing is also true. Maybe sometimes teachers just do it to get it over with, without really aknowledging the importance that the TWC could have.
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