The Epitome of Professionalism

I gulped as I read the email from Principal Myers, asking me to stop by his office after school. Afraid that he wanted to talk about the complaints that Ms. Putram made against Ms. Rochier, a teacher that I worked with, I felt my stomach turn. I was a long-term substitute at the time - as a support person for Ms. Rochier’s class. She and I had become close. For weeks, I helped her manage the classroom and often instructed students who needed extra attention at a table in the back of the room.

“You should be aware of this,” Ms. Rochier said, pulling me to the computer monitor on her desk. On the screen, I read through an email from the mother of a quiet dark-haired boy named Eric in our Period 3 class. I had worked with him that morning on a project. In class, he seemed to be improving his reading and writing skills.

In the email, Mrs. Putram accused Ms. Rochier of neglecting to implement Eric's IEP. Mrs. Putram described the essay grade that I gave him as “ridiculous”. I took a breath. She went on to characterize Ms. Rochier’s assignments as “unusual” and “unfair”. While reviewing it a second time, I felt my face burn. Mrs. Putram sent the email to Cindy Fordham, Eric’s Guidance Counselor, to the Principal, to the Superintendent and had only cc'd Ms. Rochier.

“Mrs. Putram’s attacking you and me .” I complained, feeling my heart pound in my chest.

“You know that anyone can say anything about anyone; saying something doesn’t make it true. ”

“But there's nothing of substance here: no details, no evidence. Just insults, really. Are you going to reply?”

“I doubt that Mrs. Putram would be very communicative on the phone. I’ll ask Eric’s guidance counselor to arrange a meeting with her. You'll be asked to join, of course. In the meantime, could you forward me a copy of Eric's essay?” she asked, pulling out a binder of her instruction materials.

Mr. and Mrs. Putram sat at one side of the table, and Ms. Rochier and I - at the other. While waiting under buzzing fluorescent lights for Ms. Richmand, Eric's Guidance Counselor to arrive, Ms. Putram shifted her gaze from the ceiling to a wall. Ms. Rochier tapped her fingers on the folders of papers in her lap. Anxious about having to defend the grade that I assigned, I wiggled my toes in my shoes under the seat.

“Thank you for coming today." Ms Everyone’s eyes fell on Mrs. Fordham when she entered and sat at the head of the table. We read your email, Mrs. Putram. I understand that you’d like to discuss Eric’s essay grade and a few of Ms. Rochier’s assignments.

Ms. Rochier began with a presentation of the state-sponsored writing samples and that rubric and continued with an explanation of Eric’s grade. With evidence, she established that she'd satisfied the school's expectations and that her assignments were fair. “We work under the Majority Rule, Minority Rights notion so that's our classroom instruction benefits everyone.”

Speak the Truth

Ms. Rochier offered to meet with Mrs. Putram again next Marking Period, to update her on Eric’s progress, and she also suggested Mrs. Putram visit the classroom if she'd like. As a result of Mr. Rochier's accommodations, Mrs. Putram had very little to say. At the end of the meeting, Ms. Rochier chose to express her authentic voice, and with professional honesty, relayed her displeasure with Mrs. Putram's email.

“The characterizations of me and my assistant in your letter made me very uncomfortable. I hope that you will refrain from disparaging others like that in the future."

“I apologize, Ms. Rochier. Thank you for meeting with us today.” Mrs. Putram replied, dropping her gaze as Ms. Rochier and I departed.

A few weeks later, I received Principal Myers’ note, asking me to see him n his office. Worried that Mrs. Putram had again found fault with something in class, I calmed my nerves and took a breath. I had applied for the full-time position at the school that week and was concerned that her crazy email had adversely affected my chances of getting the job.

“So, I understand that you and Ms. Rochier had some trouble with Mrs. Putrum this last marking period.” Principal Myers commented.

In an instance, I chose to follow Ms. Rochier’s example and to express my true feelings on the matter. “With respect, Principal Myers, Mrs. Putram may have had a problem, but it definitely wasn't with us. Ms. Rochier’s presentation and her evaluations attested to the quality of her instruction. Her grading systems, assignments, and assessments are completely in line with school policy.

“Really, there was no need for Mrs. Putram to frighten everyone with those outrageous claims and no emergency that justified her sidestepping the hierarchy of our institution. In this case, a fifteen-minute-long meeting resolved everything.”

Principal Myers offered me a position at the school as a full-time support teacher the following week. I accepted. For that, I’d like to give credit to Ms. Rochier for modeling professional honesty and myself for having the courage to apply it in my meeting with Principal Myers. Stepping back and setting the record straight helped me gain Principal Myers' confidence and secure that position.

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