(Guggenheim 1:24)<\/p>\n Knowing that she was trying to do something for the greater good of the students, Rhee was certain that her proposal wouldn\u2019t face much opposition. I chose the scene at (Guggenheim 1:25) directly after her proposal was completely disapproved by the teachers union. A solution that she believed was so simple, one where everyone would win, all of a sudden became so complicated. The look on Rhee\u2019s face while she rides in the back of the car is the look that every person who\u2019s tried to change the system has had at least once. She learned that there was much more that needed changing than the contracts themselves. \u201cNow I see in a lot more coherent ways, why things are the way they are.\u00a0 It all becomes about the adults\u201d (Guggenheim 1:25). It\u2019s those adults, however, that we don\u2019t get to hear from in Waiting for superman.\u00a0 Throughout the entire movie, the teachers themselves\u00a0were silent.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n (Guggenheim 1:25)<\/p>\n In Richard Kahlenberg and Halley Potters book A Smarter Charter<\/em>, the authors identify the importance of having the teacher\u2019s perspective when trying to make any major changes in the school system. Rhee\u2019s goals were just and, although she had made the proposal optional (teachers did still have a choice to keep their tenure if they chose) it didn\u2019t seem as if their opinions had been consulted in the formation of the proposal overall. What keeps teachers unions and teacher tenure in favor with teachers is the protection they provide. \u00a0Rhee\u2019s proposal would guarantee a raise but, as many teachers have experienced before, without their tenure there is no guaranteed job should their boss become unreasonable of the country once again encounter a period of time that turns American\u2019s against each other.<\/p>\n \u2026the basic union structures and protections should remain in place, he argued. Shanker noted that traditional school districts that were the most innovative provided such an environment. \u201cYou don\u2019t see these creative things happening where teachers don\u2019t have any voice or power or influence.\u201d Only when teachers feel protected from the whims of administrators are they willing to take risks (Shanker, 1988b, p.9) (Kahlenberg and Potter 8).<\/p>\n Teachers might have gone against the decision of the local teachers union and decided to take up Rhee\u2019s proposal had they felt that some part of the proposal would have guaranteed a fair evaluation and that they would be protected from the ever changing United States climate. Rhee might have been able to make that a successful change if she had gotten that input from the teachers whose jobs were directly affected by her proposal.<\/p>\n Bibliography<\/p>\n Guggenheim, Davis. Waiting for \u201cSuperman.\u201d<\/i>\u00a02010. Film.<\/p>\n Kahlenberg, Richard D., and Halley Potter. A Smarter Charter: Finding What \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Works for Charter Schools and Public Education<\/i>. N.p.: n.p., n.d. Print.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" In looking at Davis Guggenheims documentary Waiting for Superman, there are two scenes in particular that allow the viewer to fully empathize with the difficulty reformers face while going up against the school system. At \u00a01:25, Michelle Rhee is describes the benefits of her proposal for Washington D.C\u2019s educators. The plan itself would allow … Continue reading Video Analysis<\/span><\/a><\/p>\n","protected":false},"author":1566,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[106],"tags":[],"_links":{"self":[{"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/6702"}],"collection":[{"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/users\/1566"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/comments?post=6702"}],"version-history":[{"count":1,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/6702\/revisions"}],"predecessor-version":[{"id":6714,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/posts\/6702\/revisions\/6714"}],"wp:attachment":[{"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/media?parent=6702"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/categories?post=6702"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/tags?post=6702"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"Screenshot](\"http:\/\/commons.trincoll.edu\/edreform\/files\/2016\/04\/Screenshot-2.png\")
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