LETTER: Framingham Teachers Should Not Be Micromanaged

FRAMINGHAM – Over the last 2 weeks, I have heard from teachers across
this district regarding the increasing administrative tasks that are being assigned to them under the auspices of, according to Dr. Tremblay, “providing equity of opportunity and by ensuring consistency of experiences for students.”

He has stated that “there is a compelling need for our district to be aligned when it comes to ensuring the consistency of the work across the district”.

In Dr. Tremblay’s recent “Weekly Why” sent to staff on Friday,
September 13th, he fully acknowledged that this is a little “micromanaging”.

While educators across the district fully embrace equity and consistency for all students, we seriously question if this is the way to accomplish a worthy goal. In fact, these efforts are counter-productive and diminish student
experience and learning, as well as negatively impacting staff.

In considering Dr. Tremblay’s admission of “micromanaging,” it is important to understand the definition of that word. According to Google,
micromanage is a verb meaning to “control every part, however small, of (an enterprise or activity).

Micromanagement is generally considered to have a negative connotation, mainly due to the fact that it shows a lack of freedom in the workplace”.

What FPS is building with micromanagement is an education system based on a distrust of educators.

The high demand of new administrative duties such as extensive documentation of daily lesson plans, required by Central Office to ensure consistency is actually micromanaging the work that educators are doing. Top-down regulations and initiatives tie our hands rather than empower us with the freedom to run our own classrooms, responding and adjusting sometimes on a minute to minute basis, to student needs.

In an article posted on Teachwire.net by Colin Tapscott, entitled “Is it any Wonder that Teachers who are Obsessively Micromanaged Vote with their Feet and Leave?”, he states, “Micromanaging staff carries with it the danger of disengaging your colleagues from your vision”. Staff feel unappreciated and not trusted to do the work that they want to do; provide a high quality educational setting for our students.

Micromanagement is considered one of the top 3 reasons employees resign.

And so, here are our WHYs

Why is the administrative team at FPS micromanaging staff knowing that this is creating isolation, stress and job dissatisfaction?

Why does the FPS administrative team distrust its valuable educators?

Why won’t the FPS administrative team support educators by providing proper time and resources?

Connecting meaningfully with students,
designing lessons to support student needs and using our talents to improve lives is what brought us to teaching.

These are the values of teaching that are eroding.

Christine Mulroney

President of the Framingham Teachers Association

Framingham Source Editor Susan Petroni

Susan Petroni Framingham Source Editor Email: editor@FraminghamSource.com Phone: 508-315-7176

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