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While parents of students at the elementary school unabashedly praised the school, teachers there were somewhat less enthused about the level of education, and a large percentage of teachers said they do not get the support from administrators, nor are they allowed to participate in the development of a school plan.
According to a Virginia Department of Education survey, while the 27 teachers queried were generally very supportive of the quality of education and level of classroom management available at Rappahannock County Elementary School, they strongly criticized a lack of participation in planning7 the curriculum and making evaluations on that curriculum, as well as a “lack of support” from their superiors.
Exactly one-half of the respondents said there is a lack of “professional supervisory support” available, while 41 percent said communication lines to the administration are closed to teachers. Another 36 percent said communication lines to the school board are closed to them.
More than one-half of the respondents said they have not participated in a program to plan curriculum or have not participated in an “evaluation of the instructional program.”
Relatedly, slightly more than 80 percent of teachers said they have not received a copy of the latest standards of quality enacted by the General Assembly, a guideline to the objectives in education.
Further, more than 90 percent said they had not been given responsibility for delivering instructional criteria toward the standards of accrediting schools in Virginia.
Also, teachers generally agree that more in-service, or classroom, training within their own school building is needed.
Nearly one-third of the teachers also said that students do not have a sufficient number of textbooks and do not have adequate access to instructional materials.
Nonetheless, teachers — in some cases 100 percent of those responding — rated their efforts in the classroom as professional and sympathetic to the needs of the students.
95.1%