Prior to beginning my studies in the Master in Teaching program at USC, I thought I could already tell you what all of the stakeholders in my community thought their connection to the local high school was. Having taught 11th and 12th grade history for five years, I was sure I knew the teachers’ view, as well as that of the principal, who I consider a close friend. I assumed that local groups and organizations cared only about our athletic programs, as they serve as the primary activities in the small town in which I teach.
After interviewing the different stakeholders I discovered that I had no real idea at all what their views or attitudes were regarding our school. The teachers do have a sense of membership in a club, and share the same frustrations, however their individual views of the roles of the other stakeholders can be significantly different. After interviewing parents I learned that the frustration teachers might feel with certain parents may very well be mutual. Interviewing a member of the local Lions Club taught me that those who belonged to service organizations care a great deal about the inner workings of the local school, and much less about the success of the football team on Friday nights.
Because of the interviews I did this past summer, I entered this school year with a different sense of respect for the other stakeholders in our community. I view the principal’s job with much greater respect. Parents that I might otherwise assume don’t care about the educational performance of their child I now assume to care a great deal. My view of our school, the students, my fellow teachers, and everybody else associated has become UN-jaded. I’ve always been an enthusiastic educator, but now have revitalized enthusiasm.
