FUNCIONES

When questioned about the principal during teacher interviews, in addition to describing micromanagement, many responded by discussing student

discipline. There was consensus among teachers that, discipline is a touchy subject in the building (Ms. Cook, Meadows teacher) and we're not on the same page (Ms. Kent, Meadows teacher). Several teachers felt that the way Ms. Novara handled discipline was problematic. Meadows did not adhere to a school- wide policy or consistent consequences for student behavioral infractions. Rather, the principal used a ―love and logic‖48

approach to managing students. In Principal Novara‘s words,

Serena: How do you see yourself as a disciplinarian here, I know that‘s a big part of the job?

Novara: Well that‘s a word I never use. I don‘t like the word discipline – it means too many things to too many people and it‘s very negative for the most part. So I talk about management of students and that‘s what we need to do. We have to create an environment and help the children and after learning lessons again and again and again, and that‘s my approach with

kids…I use a love and logic approach. I give kids time to cool down so they get out of that emotional brain so they get to the thinking brain and we can talk about. Then consequences are pretty straight forward – you can‘t handle class, you‘re going to have some time out here. Talking with the parents, and then they get the warning when we‘ve done too much talking. I‘ll say, ―you know there‘s not much more I can say, we‘ve gone over this.‖ Then, if there are additional problems then your choice will be that you‘ll have to spend time at home. I think it‘s worked, it‘s taken me years to sort of get it there, but I think kids understand that they are really cared for and loved for and that‘s what the staff also gives back to children.

[Ms. Novara, Meadows principal]

48 _{Love and Logic is an approach used for both parenting and teaching that promotes positive}

reinforcement. See for example, Fay, J. & Funk, D. (1995). Teaching with love and logic: Taking

This take on student discipline was controversial. It was not that teachers did not agree with the love and logic approach per se. Instead, the main

complaint about Ms. Novara‘s management style was a lack of consequences or ineffective consequences for disciplinary infractions. Ms. Kent explained,

She has the kids‘ interest in mind, but I just don't think that her approach is effective. I'm not saying that we should be mean to the kids, that's not the idea. But there are consequences of their deeds, consequences not punishment. Consequences…That's my idea. That's what I think…I don't see consequences, just privileges and rewards.

[Ms. Kent, Meadows teacher]

Others agreed that there was a lack of consequences and when penalties were issued, they were not severe enough. Specifically, teachers were concerned that suspension was not utilized as an appropriate consequence. As Cook and Miller elaborated,

I don‘t know what her deal is. I don‘t get it. Kids do things like – one kid threw a pencil at another teacher and he didn‘t get suspended. She doesn‘t believe in suspension. And I feel like with older kids fourth and fifth graders – I feel like she doesn‘t make parents accountable as much as she should.

[Ms. Cook, Meadows teacher] Miller: We had a fifth grader last Monday who basically was escorted

out in cuffs by the police. Okay? She lets him back. Serena: What happened?

Miller: I wasn't there. So I don't know the details, but he brought something to school apparently, that he wasn't supposed to have. And then when he was being confronted, he was

resisting. He just escalated and got nastier and nastier, then he pushed our principal, who's a female. The two male teachers that were trying to kind of keep him in place, he was resisting them. I don't know if he said anything. I don't know if he threatened anybody, but they did call the police. But...she lets him back in the building. He's in the office because her

the worse conditions. They have parents that either aren't there, don't care, whatever. So we might as well let them come to school, to a safe place, and let them be here all day. Serena: Is it like an in-school suspension or are they actually in their

classrooms?

Miller: Usually they go back to their classrooms.

[Ms. Miller, Meadows teacher] As described above, Meadows teachers perceived that the principal was reluctant to suspend children because they potentially faced worse conditions at home. However, as Ms. Miller discussed, students were not subjected to an in-school suspension but were instead allowed to return to their classrooms. Teachers felt that such an approach did not send a message to students and families that their behavior was unacceptable. Instead of suspension, Principal Novara asked children to write about their infraction as detailed by Ms. Cook. She explained that such an approach resulted in children who were not afraid of being sent to the principal. Ms. Cook elaborated,

She makes them write about it. And we had two kids sent down from art and there were in the office for like two hours. They were writing. ―What were you writing for two hours?‖ ―We had to do a plan.‖ Ok, then you come back in the room and you are still being bad. How many times is it going to take? I‘m not going – when you are sent to the principal‘s office that is like huge usually. They don‘t care. They go and they don‘t care. This is not working, you should have a little bit of fear. You know what I‘m saying? It‘s like a big deal. You are going the principal‘s office, your parents might get called, there is none of that going on. No fear.

[Ms. Cook, Meadows teacher]

While the vast majority of teachers I interviewed found Principal Novara‘s approach to managing student behavior problematic, Ms. Penny and Ms. Wilson agreed with the principal‘s philosophy. Despite this alignment, both teachers

concurred with their colleagues and expressed tension around student discipline at Meadows,

Penny: She has a definite philosophy based on love and logic… It's a more positive approach to discipline of really helping kids take ownership of their actions. And love based, obviously. So more of that positive philosophy instead of a disciplinarian kind of like punishment. It's away from that. It's more of a natural consequence effect.

Serena: So you said that you're sort of on board with the philosophy? Penny: I am.

Serena: Are others?

Penny: Some. I would not say all.

Serena: Not all? Is that just in relation to love and logic or does this extend larger than that?

Penny: I think there's definitely different philosophies as far as discipline goes and behavior and management.

[Ms. Penny, Meadows teacher] A lot of the teachers here don't like the fact that there's not a school wide policy. They don't think it's strict enough. I lean more toward the way our principal is. Would I suspend more than her? Maybe, I don't know. But I lean more towards how she feels. And so I'm not so upset about it. But if I was the other way, then I think I would be more upset.

[Ms. Wilson, Meadows teacher] Teachers were concerned that students would not take disciplinary measures seriously if suspension was not a consequence or if students only wrote about their infractions. This schism was sticky because teachers did not feel that Ms. Novara supported their decisions about student behavior. Meadows teachers wanted to discipline students as they saw appropriate and have administrative backing. This is merely another example of Principal Novara‘s practice, for better or for worse, that infringed upon teacher efficacy. Meadows teachers felt that they were the leader of their classroom and their judgment, when it came to student discipline, should not be questioned. Meadows teachers interpreted Ms.

Novara‘s approach to discipline as compromising their authority and their efficacy.

Though the majority of Novara‘s time was allocated towards meeting with families and building management, most teachers felt that Principal Novara‘s management was not particularly effective. Novara did not convey confidence in her teachers‘ ability to manage committee work through her micromanagement of such projects. What is more, Novara‘s actions were read by her teachers as compromising their authority as she did not support teachers‘ with student discipline. These actions likely did not enhance teachers‘ collective efficacy as they felt frustrated with their principal. Yet, the most important part of schooling – student learning – was primarily managed by two coaches and other specialists.