I was just elected math department chair for next year.
It was mostly by virtue of my not ducking as quickly as everyone else.
Do these people not know what they have done?
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rubs hands Fun, fun.
It seems like I'll be chair by default unless the new teacher they find wants it. But I suspect you'll be a bit more...interesting to deal with than I will. (My suggestions so far this year haven't done much good.)
Congrats!
[Except if your school's dept head is anything like my school's dept head, it's way too much work and not enough reward. And it's a lot of dealing with administration and parents and keeping them away from bothering the teachers. (I think. My department shields us from that stuff.) What does a department head do in your school? Is it more curricular-based, or a Mr. Everybody that everyone goes to (the point person for anything and everything math)?]
I'm not sure if I should be offering my congratulations or my condolences. :) Best of luck to you!
I'm not sure how it's going to go. We have a math coach position that is supposed to lead. This years chair was mostly a formality as a position - they dealt with some money stuff, and sent out agendas for meetings, and that was about it. I've loved working for chairs that insist on developing some sort of academic rigor in their programs, so I may end up leaning towards that end as well, without trying to actually tell people how to do their jobs.
It could be totally frustrating, or it could be great. Judging from the number of people who ducked, I suspect it has a history of being the former. Then again, I don't have the same sensibilities as a lot of other teachers, so I may not end having the same experience.
That is your punishment for opening your mouth. Good luck, I hope you are able to use the platform to make a difference. The kids and teachers need it.
I have been chair of our department for over 10 years because no one else wants to go to the meetings. That's ok, though, because others have wonderful skills they use for the department. We are a team.
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