On May 1st, I met with you and UFT Chapter Leader Sleepy McBraindead in my office. We discussed your failure to offer mandated anti-bullying instruction on your class. You admitted openly flaunting a direct order from me to teach anti-bullying. You claimed that anti-bullying lessons were implicit in your instruction of To Kill a Mockingbird.
I directly instructed you not to teach this novel, and to focus more on Common Core non-fiction pieces. I suggested Pearson's The History of Cement and 100 Tedious Essays that No One Wishes to Read, but you persisted in teaching the novel, calling it "classic" and "indispensable."
As principal, I determine what is classic and indispensable, and it's your job to promote my directives with sincere enthusiasm and without question. This is the only way we can promote the free and open discussion that is required in the Danielson framework that we will be implementing during the next school year whether you like it or not.
I have determined that what our students need is direct instruction in our schoolwide anti-bullying campaign. Furthermore, I've instructed you that essays on how students feel about literature is not only unacceptable, but also impractical in terms of what our students can expect in the workplace. For example, have I ever once asked you or any faculty members about their feelings on anything whatsoever?
We are involved in very serious matters here. The chancellor and mayor have decided that bullying is now unacceptable, and that we must fight it at all costs. It is therefore imperative that you focus your students on this matter. It is unacceptable that you continue to teach things that will not help our students in their careers, or help them pass Common Core exams, and I will not tolerate your abject refusal to participate in vital schoolwide initiatives.
The next time I visit your classroom, I would like to see evidence that your students have been instructed in anti-bullying. Such evidence may include, but not be limited to:
1. Compositions on the bulletin board that oppose bullying.
2. Spontaneous conversation from students opposing bullying.
3. Student behavior that indicates they oppose bullying, or
4. A mini-lesson on why you yourself are opposed to bullying that inspires student to student feedback on anti-bullying.
Be advised that failure to promote anti-bullying will result in more stringent disciplinary measures, including but not limited to an unsatisfactory rating, gratuitous, frequent and highly disruptive observations by large groups of chattering observers, suspension with or without pay, and/ or dismissal.
Stories herein containing unnamed or invented characters are works of fiction. Names, characters, businesses, places, events and incidents are either the products of the author’s imagination or used in a fictitious manner. Any resemblance to actual persons, living or dead, or actual events is purely coincidental.