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Antush, J. C. (2014). Labor and "Ed Deform". Monthly Review: An Independent Socialist Magazine, 66(2), 33.

Bolman, L.G., & Deal, T.E. (2008). Reframing Organizations: Artistry, Choice, and Leadership (4th Ed). San Francisco, CA: Jossey-Bass.

Stringer, P. (2013). Capacity building for school improvement: revisited. Rotterdam: Sense.

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TISD is absolutely a Theory Y organization. They strive to lift up the employees and create a positive work environment. They want teachers to be self-directed and excited. They want teachers to take on responsibilities and pride in their job and the school. When a teacher and administrators have the school’s best interest in mind, teachers and administrators make well-informed decisions.

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If conflict presents itself, teachers are asked to follow the chain of command. If a teacher has a frustration, they can speak with their mentor. Their mentor should provide strategies to overcome the frustration or provide the next steps to solve the conflict. A teacher (teacher A) and their teaching partner (teacher B) are struggling with differentiation of work responsibilities. Teacher A seems to be doing most of the required duties. Teacher A spoke with their mentor about the issue to keep it confidential. The mentor then gave Teacher A strategies to include teacher B in the work load. Teacher A used the strategies, however still found themselves struggling. Teacher A then went to the Director of the department and expressed their concern. The Director asked teacher A to make a list of all their duties. The Director then took the list and helped teacher A and teacher B create an individualized task list to help balance the responsibilities.

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All departments are encouraged to celebrate the small wins. We have motivational lunches and opportunities throughout the school year. We have staff dinners along with dress-down days to motivate and encourage teachers. Our school functions on the Hackman and Oldham (1980) model of motivation. Teachers a frequently reminded and to remember our purpose and students.

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TISD encourages education and advancements. They like to promote from within. All of Temple High School Principals are prior THS teachers.

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TISD takes time and effort into hiring the best people for the job. Once hired, employees are offered incentives to meet not only their physical, but mental and financial needs. TISD prides themselves on fostering a supportive and engaging work environment. They offer comprehensive wellness benefits for employees including:

Medical, Dental, and Vision Insurance.
Flexible Spending Account (Health and Dependent care)

Basic and Supplemental Life Insurance

403 (b) & 457 (b) Plans

Short-Term and Long Term Disability

Employee Assistance Program

Wildcat Wellness Program or physical and mental health.

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New teachers are able to learn the basic polices and procedures of the district at the new teacher orientation. As any new teacher to a district has experienced, this is fire hose of information. TISD pushes out the basic information and asks teachers to seek clarification from their campus administrators. Once a campus hosts new teacher orientation the following day, teachers are given a formal mentor. This mentor is required to schedule a fifteen minute meeting once a week to answer questions and give support.

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TISD has an excellent Human Resource Department. New hires attend an introduction meeting during the summer to meet all the higher level authorities. During this meeting, teachers were brought in for a question and answer session. They shared their first year teaching experiences at TISD. These teachers were not all first year teachers, they were first year teachers in the district. We were given training on our districts demographics and populations. New teachers are also required to attend a campus new teacher checkup meeting once a month. This gives teachers the opportunity to ask questions and seek understanding from the school’s administration.

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TISD Human Resources work hard to satisfy staff needs, improve human resource management, and build positive interpersonal and group relationships. Human Resources is built along four assumptions according to Bolman and Deal, (2008):

1. Organizations exist to serve human needs.

2. People and organizations need each other. Organizations need ideas, energy, and talent; people need careers salaries, and opportunities.

3. When the fit between staff and school is poor, one or both suffer. Either staff members are exploited, they exploit the school, or both become victims.

4. A good fit benefits both. Staff have meaningful and satisfying work experiences, and schools get the talent and energy they need to be successful.

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Overall, TISD is functioning well according to Bolman and Deal's (2008) structural framework.
TISD improvement requires attention to differentiation and integration. The TISD student population is growing substantially. Temple High School has over 2,200 students. With the large class sizes, teachers are struggling to maintain their responsibilities. Some teachers tend to have more responsibilities and the workloads are not well balanced.

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TISD and the Six Assumptions according to Bolman and Deal (2008). 

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TISD and the Six Assumptions according to Bolman and Deal (2008). 

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1. TISD exists to achieve the established goals and objectives.

2. TISD makes rational decisions and focuses on the overall longevity of the school and students' successes.

3. The TISD improvement plan focuses on our environment and demographics. The structure is designed to fit the needs and demands of our current community and population.

4. TISD increase efficiency and enhances performance through departments, division of  labor, and following the vertical line of power.

5.  Frequent progress checks and goal evaluations are implemented to ensure that individuals and departments work together in the accomplishments of the TISD goals.

6.  Higher levels of authority help problem-solve and correct  performance gaps when needed.

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TISD has a positive environment that helps both teachers and students learn and grow. Teachers are allowed to ask questions and are valued for their ideas and opinions. New teachers attend a meeting once a month to ask questions, share their ideas, and help shape the environment for the future.  The principals try to stay active and visible for their teachers.  All principals are willing to work with and aid teachers who need assistance.

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Most of the school’s decisions are made at the higher levels of authority. Occasionally, teachers are included and asked to share ideas and opinions. TISD does an excellent job of listening to their teachers and evaluating current methods that might be preventing optimal production. In the horizontal leadership within departments, teachers have more say and input. Teachers are grouped into task forces and committees. These committees report to a lead teacher who has the authority to approve ideas.  The director overseas our department and steps in when needed.

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Unfortunately, classes are becoming larger and teachers are expected to meet the same levels of productivity. The government has shifted their spending away from “teacher salaries, benefits, and pensions and into standardized tests, curriculum, and technology” (Antush, 2014). This results in a teacher loosing their individualized way of teaching and in-turn evaluated on how well their students test.

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Connell (1985) states: “Teachers are workers, teaching is work, and the school is a workplace” (p. 69). In modern education, teacher and administrators are noticing an increase in day-to-day responsibilities. Frequently the superintendent, directors, and administrators are evaluating the school’s production rates and implementing new ideas to increase production while maintaining teacher motivation. There are clear goals which must be met. Teachers are held to high standards and the school focuses on productivity. Teachers focus on a specific subject or area in which they are evaluated. Teachers are expected to perform to high standards.

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The school functions mainly of a vertical coordination with some traits of a horizontal coordination among departments.

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According to Bolman and Deal (2008), "the most basic and ubiquitous way to harmonize the efforts of individuals, units, and divisions is to designate a boss with formal authority” (pg. 51) to keep actions aligned with the school’s goals and objectives.

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Progress checks are sent out every 6 weeks.

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These goals are frequently reiterated and focused on. The goals are clearly posted in our improvement plan, district office, and all the schools. During district and school staff meetings, the goals are acknowledged. To check our progress, teachers are asked to self-evaluate by analyzing test scores, attendance during accountability hour, and current dropout data.  Teachers are then asked to collaborate and find new ways to improve our numbers and ensure our practices are aligned with the overall goals and objectives.

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2017-2018 Goals and Objectives for Temple ISD focus on continued improvement in the areas of Academics, Behavior and Attendance.

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Temple Independent School District has unstated goals which focus on preparing students to be life-long learners who are productive in 21st century college and work life. We strive to be the school of choice where every student is a life-long learner. We encourage those life-long learners to graduate and become meaningful contributors to his/her community and society. To achieve these unstated goals, TISD has strong and clearly defined goals and objectives set in place.

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Our school district must consistently work towards accomplishing established goals and objectives. This keeps the district all moving in the same direction and focused on improvement areas. These goals must be acknowledged often and posted for everyone to see.

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Structural Fame: Bolman and Deal (2008) explains how the foundation of a well-functioning school concentrates on sociology and management science. Schools must focus on their clearly stated goals, organized leadership, and relationships. The main idea is to connect the structure of the school to the goals and environment. A well-functioning organization fulfills six assumptions set in place to reach maximum productivity.