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Slieber24
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#1
Report 17 years ago
#1
Hello All,

I have a problem and need some advice.

The science coordinator (also the DH at school) has more or less revised the science curriculum. The
curriculum was a bit off-balance and I could easily understand why it needs revision. It does not
mean that we have to completely re-write plans, overall. What it does mean is that some topics done
in, say Year 3/4 last year (or the year before - as it was on a cyclic system), will be done at
other times, etc.

I have been given an overall topic of Animals/Minibeasts for the Autumn term, Year 4. This requires
a full write-up as the only place I can find minibeasts is in KS1 and can't find "animals" as a
topic at all.

I have asked twice in the last two weeks for clarification on what exactly she thinks I should be
teaching and have received no help whatsoever. I do get a "I'll get that info for you, don't worry"
response. I have asked a third time about it, today, citing that I could find no usable resources
for either topic on the web, not something that would last for 14 or 15 weeks, at any rate. I
received the same response. I suspect I'll get no help, yet again. Or will get it at the last minute
- so that I have to cram in a medium term plan at the last minute.

I feel quite strongly that I'm being set up for failure. This has happened not just in the science
but in most areas - brushed off with no information, then "told off" for not having whatever it is
was wanted, or for having done it the way I thought it should rather than allegedly what had been
implied. It's rather a game with this one, I'm afraid.

Question is, how do I complain? Who do I complain to? The HT, who is a seriously and extremely
devious bully, won't take any action as the DH is the only flavour at school at the moment. Better
still, how do I get help for such vague topics?

Should I phone the Science consultant for the LEA and ask for help?

Thanks for any input - including pointers to web sites. I've gone through QCA, Eteach, BBC, Educate
the Children, Gareth Pitchford's site, ICTeachers, the other one that Gareth has advertised on his
site, et. al. Emails from anyone except our resident troll (Ace) greatly appreciated.

----------------------------------------------------
Sandi

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Ian
Badges:
#2
Report 17 years ago
#2
On Mon, 15 Jul 2002 22:11:30 +0100, SLieber24 wrote:

[q1]> Hello All,[/q1]
[q1]>[/q1]
[q1]> I have a problem and need some advice.[/q1]
[q1]>[/q1]
[q1]> The science coordinator (also the DH at school) has more or less revised the science curriculum.[/q1]
[q1]> The curriculum was a bit off-balance and I could easily understand why it needs revision. It does[/q1]
[q1]> not mean that we have to completely re-write plans, overall. What it does mean is that some topics[/q1]
[q1]> done in, say Year 3/4 last year (or the year before - as it was on a cyclic system), will be done[/q1]
[q1]> at other times, etc.[/q1]
[q1]>[/q1]
[q1]> I have been given an overall topic of Animals/Minibeasts for the Autumn term, Year 4. This[/q1]
[q1]> requires a full write-up as the only place I can find minibeasts is in KS1 and can't find[/q1]
[q1]> "animals" as a topic at all.[/q1]
[q1]>[/q1]
[q1]> I have asked twice in the last two weeks for clarification on what exactly she thinks I should be[/q1]
[q1]> teaching and have received no help whatsoever. I do get a "I'll get that info for you, don't[/q1]
[q1]> worry" response. I have asked a third time about it, today, citing that I could find no usable[/q1]
[q1]> resources for either topic on the web, not something that would last for 14 or 15 weeks, at any[/q1]
[q1]> rate. I received the same response. I suspect I'll get no help, yet again. Or will get it at the[/q1]
[q1]> last minute - so that I have to cram in a medium term plan at the last minute.[/q1]
[q1]>[/q1]
[q1]> I feel quite strongly that I'm being set up for failure. This has happened not just in the science[/q1]
[q1]> but in most areas - brushed off with no information, then "told off" for not having whatever it is[/q1]
[q1]> was wanted, or for having done it the way I thought it should rather than allegedly what had been[/q1]
[q1]> implied. It's rather a game with this one, I'm afraid.[/q1]
[q1]>[/q1]
[q1]> Question is, how do I complain? Who do I complain to? The HT, who is a seriously and extremely[/q1]
[q1]> devious bully, won't take any action as the DH is the only flavour at school at the moment. Better[/q1]
[q1]> still, how do I get help for such vague topics?[/q1]
[q1]>[/q1]
[q1]> Should I phone the Science consultant for the LEA and ask for help?[/q1]
[q1]>[/q1]
[q1]> Thanks for any input - including pointers to web sites. I've gone through QCA, Eteach, BBC,[/q1]
[q1]> Educate the Children, Gareth Pitchford's site, ICTeachers, the other one that Gareth has[/q1]
[q1]> advertised on his site, et. al. Emails from anyone except our resident troll (Ace) greatly[/q1]
[q1]> appreciated.[/q1]

Yes you should contact the LEA Science adviser/consultant whatever. What are they there for
otherwise? Have you tried the ASE? Association for Science Education.Biggest single subject support
group in the country www.ase.org.uk. They have discussion forums like this one but you will get more
science teachers in them. Which QCA units is this "topic" supposed to cover? if its in Y4 I assume
its to cover parts of 4a, 4b and 4c. Moving and growing, habitats and keeping warm. I would suggest
to your science advisor that you are concerned about how the topic fits the QCA SOW. Seems to me
your school is making a rod for its own back (or perhaps yours) if it doesn't just follow the QCA
SOW.OFSTED will not be impressed if you can't show at least convincing plans that cover statutory
requirements when there is a published national framework on the Internet.Especially given the
school's recent experiences with them. If I was your science advisor I'd be straight in asking the
head to show me the evidence of the curriculum planning but I'd do it as if it was a routine request
to protect you. Something like "would you mind if I came in to look at the KS2 curriculum plans as
I'm doing a bit of research in a few schools" Then if there is insufficient guidance, ask some
pointed questions about how a non-specialist is expected to deal with this. Depends on the
individual I guess.

To be honest, given the hassle you seem to have had in this place why not just get another job?

Regards,

--
IanL
0
Amy M. Crannell
Badges:
#3
Report 17 years ago
#3
"SLieber24" <[email protected]> wrote in message
news:[email protected]...
[q1]> Hello All,[/q1]
[q1]>[/q1]
[q1]> I have a problem and need some advice.[/q1]
[q1]>[/q1]
[q1]> The science coordinator (also the DH at school) has more or less revised[/q1]
the
[q1]> science curriculum. The curriculum was a bit off-balance and I could[/q1]
easily
[q1]> understand why it needs revision. It does not mean that we have to[/q1]
completely
[q1]> re-write plans, overall. What it does mean is that some topics done in,[/q1]
say
[q1]> Year 3/4 last year (or the year before - as it was on a cyclic system),[/q1]
will be
[q1]> done at other times, etc.[/q1]
[q1]>[/q1]
[q1]> I have been given an overall topic of Animals/Minibeasts for the Autumn[/q1]
term,
[q1]> Year 4. This requires a full write-up as the only place I can find[/q1]
minibeasts
[q1]> is in KS1 and can't find "animals" as a topic at all.[/q1]
[q1]>[/q1]
[q1]> I have asked twice in the last two weeks for clarification on what exactly[/q1]
she
[q1]> thinks I should be teaching and have received no help whatsoever. I do get[/q1]
a
[q1]> "I'll get that info for you, don't worry" response. I have asked a third[/q1]
time
[q1]> about it, today, citing that I could find no usable resources for either[/q1]
topic
[q1]> on the web, not something that would last for 14 or 15 weeks, at any rate.[/q1]
I
[q1]> received the same response. I suspect I'll get no help, yet again. Or will[/q1]
get
[q1]> it at the last minute - so that I have to cram in a medium term plan at[/q1]
the
[q1]> last minute.[/q1]
[q1]>[/q1]
[q1]> I feel quite strongly that I'm being set up for failure. This has happened[/q1]
not
[q1]> just in the science but in most areas - brushed off with no information,[/q1]
then
[q1]> "told off" for not having whatever it is was wanted, or for having done it[/q1]
the
[q1]> way I thought it should rather than allegedly what had been implied. It's rather a game with this[/q1]
[q1]> one, I'm afraid.[/q1]
[q1]>[/q1]
[q1]> Question is, how do I complain? Who do I complain to? The HT, who is a seriously and extremely[/q1]
[q1]> devious bully, won't take any action as the DH is[/q1]
the
[q1]> only flavour at school at the moment. Better still, how do I get help for[/q1]
such
[q1]> vague topics?[/q1]
[q1]>[/q1]
[q1]> Should I phone the Science consultant for the LEA and ask for help?[/q1]
[q1]>[/q1]
[q1]> Thanks for any input - including pointers to web sites. I've gone through[/q1]
QCA,
[q1]> Eteach, BBC, Educate the Children, Gareth Pitchford's site, ICTeachers,[/q1]
the
[q1]> other one that Gareth has advertised on his site, et. al. Emails from[/q1]
anyone
[q1]> except our resident troll (Ace) greatly appreciated.[/q1]
[q1]>[/q1]
[q1]>[/q1]
[q1]>[/q1]
[q1]>[/q1]
[q1]> ----------------------------------------------------[/q1]
[q1]> Sandi[/q1]
[q1]>[/q1]
[q1]> Remove NoSpam to reply.[/q1]

Rotten deal, Sandi. I know you know this, but don't neglect to keep a little log of your exchanges
and try to get the "reassurances" (a.k.a. brush-offs) in writing whenever possible. They can set you
up, but don't make it easy for them to knock you down! Good luck. --Amy
0
Slieber24
Badges:
#4
Report 17 years ago
#4
In article <[email protected]>, "Amy M. Crannell" <[email protected]> writes:

[q1]>Rotten deal, Sandi. I know you know this, but don't neglect to keep a little log of your exchanges[/q1]
[q1]>and try to get the "reassurances" (a.k.a. brush-offs) in writing whenever possible. They can set[/q1]
[q1]>you up, but don't make it easy for them to knock you down! Good luck.[/q1]

Thanks. I've been keeping records.

----------------------------------------------------
Sandi

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Slieber24
Badges:
#5
Report 17 years ago
#5
In article <pan.2002.07.15.21.53.23.125250. [email protected]>, Ian
<[email protected]> writes:

[q1]>Yes you should contact the LEA Science adviser/consultant whatever. What are they there for[/q1]
[q1]>otherwise? Have you tried the ASE? Association for Science Education.Biggest single subject support[/q1]
[q1]>group in the country www.ase.org.uk. They have discussion forums like this one but you will get[/q1]
[q1]>more science teachers in them. Which QCA units is this "topic" supposed to cover? if its in Y4 I[/q1]
[q1]>assume its to cover parts of 4a, 4b and 4c. Moving and growing, habitats and keeping warm. I would[/q1]
[q1]>suggest to your science advisor that you are concerned about how the topic fits the QCA SOW. Seems[/q1]
[q1]>to me your school is making a rod for its own back (or perhaps yours) if it doesn't just follow the[/q1]
[q1]>QCA SOW.OFSTED will not be impressed if you can't show at least convincing plans that cover[/q1]
[q1]>statutory requirements when there is a published national framework on the Internet.Especially[/q1]
[q1]>given the school's recent experiences with them. If I was your science advisor I'd be straight in[/q1]
[q1]>asking the head to show me the evidence of the curriculum planning but I'd do it as if it was a[/q1]
[q1]>routine request to protect you. Something like "would you mind if I came in to look at the KS2[/q1]
[q1]>curriculum plans as I'm doing a bit of research in a few schools" Then if there is insufficient[/q1]
[q1]>guidance, ask some pointed questions about how a non-specialist is expected to deal with this.[/q1]
[q1]>Depends on the individual I guess.[/q1]

I've been given full access to the curriculum - these topics don't fit in anywhere - except for
minibeasts, which are a small part of life processes. The
DH/Science Coordinator specifically said she wants to move away from QCA, citing it as inappropriate
for the pupils (in some respects, I can understand - especially with other subject areas, but
science seems more logical than the others, imo).

[q1]>To be honest, given the hassle you seem to have had in this place why not just get another job?[/q1]
[q1]>[/q1]
I don't see the point now. I'm planning to make a break for home at the end of the 2002-2003 school
year. I like the school, most of the staff, the pupils. It's only the HT and DH that don't seem to
be with it.

I'll contact the ASA. Thanks for that tip. And I'll phone the science consultant, as well. I
appreciate the advice!! I wasn't sure what the procedures would be.

Thanks again! :-)

----------------------------------------------------
Sandi

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Ian
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#6
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#6
On Tue, 16 Jul 2002 05:57:44 +0100, SLieber24 wrote:

[q1]> In article <pan.2002.07.15.21.53.23.125250. [email protected]>, Ian[/q1]
[q1]> <[email protected]> writes:[/q1]
[q1]>[/q1]
[q2]>>Yes you should contact the LEA Science adviser/consultant whatever. What are they there for[/q2]
[q2]>>otherwise? Have you tried the ASE? Association for Science Education.Biggest single subject[/q2]
[q2]>>support group in the country www.ase.org.uk. They have discussion forums like this one but you[/q2]
[q2]>>will get more science teachers in them. Which QCA units is this "topic" supposed to cover? if its[/q2]
[q2]>>in Y4 I assume its to cover parts of 4a, 4b and 4c. Moving and growing, habitats and keeping warm.[/q2]
[q2]>>I would suggest to your science advisor that you are concerned about how the topic fits the QCA[/q2]
[q2]>>SOW. Seems to me your school is making a rod for its own back (or perhaps yours) if it doesn't[/q2]
[q2]>>just follow the QCA SOW.OFSTED will not be impressed if you can't show at least convincing plans[/q2]
[q2]>>that cover statutory requirements when there is a published national framework on the[/q2]
[q2]>>Internet.Especially given the school's recent experiences with them. If I was your science advisor[/q2]
[q2]>>I'd be straight in asking the head to show me the evidence of the curriculum planning but I'd do[/q2]
[q2]>>it as if it was a routine request to protect you. Something like "would you mind if I came in to[/q2]
[q2]>>look at the KS2 curriculum plans as I'm doing a bit of research in a few schools" Then if there is[/q2]
[q2]>>insufficient guidance, ask some pointed questions about how a non-specialist is expected to deal[/q2]
[q2]>>with this. Depends on the individual I guess.[/q2]
[q1]>[/q1]
[q1]> I've been given full access to the curriculum - these topics don't fit in anywhere - except for[/q1]
[q1]> minibeasts, which are a small part of life processes. The DH/Science Coordinator specifically said[/q1]
[q1]> she wants to move away from QCA, citing it as inappropriate for the pupils (in some respects, I[/q1]
[q1]> can understand - especially with other subject areas, but science seems more logical than the[/q1]
[q1]> others, imo).[/q1]

But it isn't an option unless you can fulfil statutory requirements! You still have to do the NC.
Since the QCA SOW is designed to cover the NC it would seem surprising that you could do 15 weeks of
work on a vaguely related topic and stillbe sure of meeting your obligations. Point this out to your
head first even if you don't get on with her, then go to your science advisor and ask if he can
check for you because you are not a specialist. Checking with your head first covers you so she
can't say you didn't inform her first, went behind her back etc. If you haven't got a means of
covering the science POS for KS2 you are breaking the law - if necessary point it out to the
governors by writing to the Chairman of Governors and copying it to the science advisor and perhaps
your union rep. But start softly with a calm but concerned talk with the head first.

[q2]>>To be honest, given the hassle you seem to have had in this place why not just get another job?[/q2]
[q2]>>[/q2]
[q1]> I don't see the point now. I'm planning to make a break for home at the end of the 2002-2003[/q1]
[q1]> school year. I like the school, most of the staff, the pupils. It's only the HT and DH that don't[/q1]
[q1]> seem to be with it.[/q1]

In that case do it with the confidence to know you are going anyway! :-) Have fun!

[q1]> I'll contact the ASA.[/q1]

ASE! Association for Science Education.

[q1]> Thanks for that tip. And I'll phone the science consultant, as well. I appreciate the advice!! I[/q1]
[q1]> wasn't sure what the procedures would be.[/q1]
[q1]>[/q1]
[q1]> Thanks again! :-)[/q1]

You are most welcome.

Regards,

--
IanL
0
User 1951
Badges:
#7
Report 17 years ago
#7
On 15 Jul 2002 21:11:30 GMT, [email protected] (SLieber24) wrote:

[q1]>Hello All,[/q1]
[q1]>[/q1]
[q1]>I have a problem and need some advice.[/q1]
[q1]>[/q1]
[q1]>The science coordinator (also the DH at school) has more or less revised the science curriculum.[/q1]
[q1]>The curriculum was a bit off-balance and I could easily understand why it needs revision. It does[/q1]
[q1]>not mean that we have to completely re-write plans, overall. What it does mean is that some topics[/q1]
[q1]>done in, say Year 3/4 last year (or the year before - as it was on a cyclic system), will be done[/q1]
[q1]>at other times, etc.[/q1]
[q1]>[/q1]
[q1]>I have been given an overall topic of Animals/Minibeasts for the Autumn term, Year 4. This requires[/q1]
[q1]>a full write-up as the only place I can find minibeasts is in KS1 and can't find "animals" as a[/q1]
[q1]>topic at all.[/q1]
There is a lot you can do about insects in terms of
a) poetry
b) art
c) science but what you need is a worked-out scheme of work. I bet someone has one sitting in a
drawer somewhere they are just dying to post here. \oo/
[q1]>[/q1]
[q1]>I have asked twice in the last two weeks for clarification on what exactly she thinks I should be[/q1]
[q1]>teaching and have received no help whatsoever. I do get a "I'll get that info for you, don't worry"[/q1]
[q1]>response. I have asked a third time about it, today, citing that I could find no usable resources[/q1]
[q1]>for either topic on the web, not something that would last for 14 or 15 weeks, at any rate. I[/q1]
[q1]>received the same response. I suspect I'll get no help, yet again. Or will get it at the last[/q1]
[q1]>minute - so that I have to cram in a medium term plan at the last minute.[/q1]
[q1]>[/q1]
[q1]>I feel quite strongly that I'm being set up for failure. This has happened not just in the science[/q1]
[q1]>but in most areas - brushed off with no information, then "told off" for not having whatever it is[/q1]
[q1]>was wanted, or for having done it the way I thought it should rather than allegedly what had been[/q1]
[q1]>implied. It's rather a game with this one, I'm afraid.[/q1]
[q1]>[/q1]
[q1]>Question is, how do I complain? Who do I complain to? The HT, who is a seriously and extremely[/q1]
[q1]>devious bully, won't take any action as the DH is the only flavour at school at the moment.[/q1]
I am delighted Sandi spells flavour that way However bullying senior management is a specific
brief for the union regional office and they have "ways and means" of dealing with them I
assure you. I assume your union is the same. The NUT is excellent - despite your reservations
about your rep.

[q1]>Better still, how do I get help for such vague topics?[/q1]
[q1]>[/q1]
[q1]>Should I phone the Science consultant for the LEA and ask for help?[/q1]
Always worth a try, assuming the school is paying for the call.

******************************** ****
**** http://user1951.tripod.com ****
Information about films,
Jack London, Lara Croft
Shakespeare and ICT program of study
last updated 30 05 2002
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Slieber24
Badges:
#8
Report 17 years ago
#8
In article <[email protected] e.net>, [email protected] (User
1951) writes:

[q1]>There is a lot you can do about insects in terms of[/q1]
[q1]>a) poetry[/q1]
[q1]>b) art[/q1]
[q1]>c) science but what you need is a worked-out scheme of work. I bet someone has one sitting in a[/q1]
[q1]> drawer somewhere they are just dying to post here. \oo/[/q1]

Has to meet the alleged "requirements." A scheme of work isn't any good if it doesn't match the
subtopics - and therein had been the problem: no subtopics. What of these topics was I supposed to
teach? Life processes? Reading keys? Making keys? Characteristics? I have been mulling things over
and have also discovered that what has currently been given as subtopics doesn't give much chance
for investigation - which is our focus in science this year, in our school. Oh well. She thinks I
won't be able to work it out - little does she know!

[q2]>>Question is, how do I complain? Who do I complain to? The HT, who is a seriously and extremely[/q2]
[q2]>>devious bully, won't take any action as the DH is[/q2]
[q1]>the[/q1]
[q2]>>only flavour at school at the moment.[/q2]

[q1]>I am delighted Sandi spells flavour that way[/q1]

Only for you, my dear. <grin>

[q1]>However bullying senior management is a specific brief for the union regional office and they have[/q1]
[q1]>"ways and means" of dealing with them I assure you. I assume your union is the same. The NUT is[/q1]
[q1]>excellent - despite your reservations about your rep.[/q1]

I've had good support from my union, as well, thank heavens - and I AM the rep. It may be that this
year will be the year to blow it wide open. The HT is getting far, far worse than she ever has been.
The DH is only slightly better.

[q2]>>Better still, how do I get help for such vague topics?[/q2]
[q2]>>[/q2]
[q2]>>Should I phone the Science consultant for the LEA and ask for help?[/q2]
[q1]>Always worth a try, assuming the school is paying for the call.[/q1]
[q1]>[/q1]

I may still ask for the consultant as everyone else has had a chance to use her to help in planning
and I haven't, because of the inefficiency of the science coordinator.

----------------------------------------------------
Sandi

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Ian
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#9
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#9
On Tue, 16 Jul 2002 19:37:24 +0100, SLieber24 wrote:

[q1]> I have to say, mentioning contacting consultants elsewhere appears to have quite considerable[/q1]
[q1]> weight with this HT.[/q1]

Ah, understand what makes her tick ;-)

[q1]> Thank you so much for your advice. It has been invaluable!! :-))))[/q1]

See, I do have my uses on occasions - in addition to winding up you foreigners :-) Glad it seems to
be working out. If you have any specific science questions E-mail them and I'll do my best, bearing
in mind I'm not really a biologist and not primary trained!

Regards,

--
IanL
0
Head Of Toast
Badges:
#10
Report 17 years ago
#10
<Snip>
[q1]> I did do a bit of internal analysis tonight, though. What WAS it that was really bothering me? It[/q1]
[q1]> hit me - the DH, very young and not very[/q1]
experienced in
[q1]> management, is cliquey. Not like the Head, who is simply unable to relate[/q1]
to
[q1]> anyone. If you don't work with our DH on a daily basis, she really hasn't[/q1]
got
[q1]> the time for you. It's a young-y thing, I think, and as the DH is actually quite willing to modify[/q1]
[q1]> herself in her behaviour (she has demonstrated[/q1]
this),
[q1]> she probably will grow out of it. Just hope it happens before we lose any[/q1]
more
[q1]> staff. One bully's hard enough to deal with - two are impossible![/q1]

Unfortunately, this is a problem in many schools. Our Head is cliquey, very, and his friends on the
staff get the extra non-contact time, the nicer classes etc. I am the youngest member of staff
there, although I have been teaching for 3 1/2 years. Many of the older staff just won't take me
seriously, or accept that I know what I am doing, as I am young enough to be their daughter.

*sigh*

At least not everyone there is like it, or I would have left before now! It can get you
down though...

Toast.

I'm just
0
Ian
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#11
Report 17 years ago
#11
On Thu, 18 Jul 2002 06:16:15 +0100, SLieber24 wrote:

[q1]> In article <[email protected] .com>, "Head Of Toast"[/q1]
[q1]> <[email protected] > writes:[/q1]
[q1]>[/q1]
[q3]>>> I did do a bit of internal analysis tonight, though. What WAS it that was really bothering me?[/q3]
[q3]>>> It hit me - the DH, very young and not very[/q3]
[q2]>>experienced in[/q2]
[q3]>>> management, is cliquey. Not like the Head, who is simply unable to relate[/q3]
[q2]>>to[/q2]
[q3]>>> anyone. If you don't work with our DH on a daily basis, she really hasn't[/q3]
[q2]>>got[/q2]
[q3]>>> the time for you. It's a young-y thing, I think, and as the DH is actually quite willing to[/q3]
[q3]>>> modify herself in her behaviour (she has demonstrated[/q3]
[q2]>>this),[/q2]
[q3]>>> she probably will grow out of it. Just hope it happens before we lose any[/q3]
[q2]>>more[/q2]
[q3]>>> staff. One bully's hard enough to deal with - two are impossible![/q3]
[q2]>>[/q2]
[q2]>>Unfortunately, this is a problem in many schools. Our Head is cliquey, very, and his friends on[/q2]
[q2]>>the staff get the extra non-contact time, the nicer classes etc. I am the youngest member of staff[/q2]
[q2]>>there, although I have been teaching for 3 1/2 years. Many of the older staff just won't take me[/q2]
[q2]>>seriously, or accept that I know what I am doing, as I am young enough to be their daughter.[/q2]
[q2]>>[/q2]
[q2]>>*sigh*[/q2]
[q2]>>[/q2]
[q2]>>At least not everyone there is like it, or I would have left before now! It can get you down[/q2]
[q2]>>though...[/q2]
[q2]>>[/q2]
[q1]> Yes, it can. She's younger and less experienced in teaching years than at least half the staff.[/q1]
[q1]> And it shows, unfortunately. Sometimes some who are really good can pull it off. She's not, as[/q1]
[q1]> yet, able to do that. It's a shame, really.[/q1]

Maybe you could give her some help. Treat it as a challenge. When I was a HOD science in a large
secondary I was second youngest out of 12 staff and the guy I was taking over from (retiring) taught
one of the staff who was 10 years older than me. I was also about the lowest paid member of the
department at the time because of the way the pay scales worked. So there is another side to the
coin as usual. Shared values and communication are the key, I think.

Regards,

--
IanL
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