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<< I read with interest many of the replies to the "requests" by
for special projects. Although I agree that we are the experts of our
discipline, is it wise to snub the hand that ultimately feeds you?
I deal with similar requests and greet them as a challenge and new source
for lesson options and it's usually not very hard to comply with anyway. The
result of this cooperative approach often gives me perks: upgraded computer
equipment, extra budget money as it becomes available and naturally a good
working relationship with my administration. >>
I understand what you are saying. I know that I have been lucky when it comes
to the administrations with which I have had to work. However, I have never
done any more than post and announce the opportunities brought in from the
community and selected to do only the school generated projects that support
my curriculum. I refuse to compromise my curriculum any more than the
English, Math, Science, or History teachers would. I have always had a great
relationship with the administration and faculty, gotten whatever I needed
for supplies, and have gotten whatever I needed in the way of computers and
related hardware and software. I also frequently enjoy being thought of when
there is extra money available. Apparently my professional stance has not
been interpreted as anything other than that; professional. It is a shame
that not all art teachers can enjoy such a relationship with administrators
and other faculty members.
I have made a vow never to complain about my own job. After some of the
things I have read on this list, I must have died and gone to heaven a long
I, however, do reserve the right to fight to the end for the betterment of
art education in public schools.