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&?xxx?xxx?2?xxx?xxx::I work in a classroom. Im not always sure who has the authority over classroom procedures and policies. I recognize that, ostensibly, there is a chain of command that starts with the principal at the top, and the vice-principal next, but after that, as far as I can tell, were all on the same footing. Im an instructional aide, and while I know that class notes should be done every day, it is a GROUP responsibility, meaning that, if theyre not done, the blame goes to the classroom staff as a whole. for a long time i was doing all the class notes. i was feeling burned out and told the other aide we should split them up. weve been doing this for some time now, but there are still instances where the other aide does not get them done, or i dont get them done (less often), and the teacher never does them at all. it is never discussed in class whos responsibility it is, but i assume that, as the one who makes more money, the teacher should at the very least delegate who is to do class notes and in what manner (i.e. devise a system) they should be done. this is only one of many examples. to summarize, there are many duties that must be carried out in the classroom, but it is not always clear whose responsibility they are. also, we have many bosses, which clouds things a bit. we dont come into contact with a few of our bosses, but the fact remains that, in addition to the vice-principal and principal, there are at least a couple people (program director and assistant director) who are our bosses as well. this doesnt happen in a general population school. having one boss is enough. having several is disconcerting. &?xxx?xxx?2?xxx?xxx::The classroom has the materials, as far as books and notebooks, pencils and pens. But we end up dong a lot of handouts printed off Edhelper.com on the internet, which is mediocre at best. &?xxx?1?xxx?xxx?xxx::I am an English teacher working as an instructional aide. I know infinitely more about English than our teacher, but because of several factors (lack of communication, heirarchical structure of classroom staff, wage discrepency) I am not the person who runs the English lessons. The other instructional aide is a history buff, but he does not run the social studies lessons. Also, I am most comfortable in front of the class, speaking to the entire group, and fostering group discussions. Because of the learning center model, which admittedly works in some scenarios, I am rarely afforded the opportunity to speak to the class as a whole. &?xxx?xxx?xxx?xxx?4::I gave a speech at graduation and many people commended me for that. Additionally, my principal and vice-principal tell me often that I, and our entire classroom staff, run a tight ship and are doing fantasitc work. &?xxx?xxx?xxx?3?xxx::We have a very tightknit group of people at work, and those with whom I work directly are either vocal about valuing me as a person, or intimate as much by their actions. And I reciprocate. &?xxx?xxx?xxx?3?xxx::My principal and I speak often about my professional development and my possible employment as a teacher in the near future. &?xxx?1?xxx?xxx?xxx::As in most heirarchical structures, the people at the bottom (and in our school setting, its the instructional aides) dont have a say. We can express our ideas, and hope enough other people feel the same, and voice that opinion, that someone at the top will take note. If my ideas are too radical, however (e.g. the school should allow overtime by hourly employees so they can finish all their work in a given day) I keep them to myself out of fear of reprisal. Also, I have floated many ideas about how to make things run smoother and have rarely, if ever, seen anything happen with it, even when Ive been told directly that its a great idea. I dont take it personally. I feel that the school administration has far too many things to consider in the simple day to day operations of the school, and are precluded by time constraints from giving any kind of thoughtful consideration to anything new. &?xxx?xxx?xxx?3?xxx::&?xxx?xxx?2?xxx?xxx::I would say wel
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