UNIVERSITY ADMINISTRATOR You had such a calming, re-energizing effect on me . . . . We are so lucky to have you . . . in our midst.
- Valentina Abordonado, Ph.D. (Director, Teaching & Learning Center, and Associate Professor of English at Hawaii Pacific University, Honolulu)
HIGH SCHOOL TEACHER I am writing at the request of Michael Dabney to describe my experience of working with him in the spring semester and summer of 1997. My first year at (school), teaching (subject) to high school students, was severely difficult and stressful. Students and parents often treated me disrespectfully. I began to doubt my educational philosophy and competence. Students often behaved badly in my classes and I referred frequently, but unproductively. I spent undue time correcting students and administering detentions, but I saw few changes in student behavior. I felt lost, miserable, and frustrated.
I met Mr. Dabney in October 1996 and again in March 1997, when I attended classroom management workshops. I learned then that he works developmentally with teachers and focuses on revising classroom management to improve instruction. Last spring, (my principal) supported a plan for me to work with Mr. Dabney.
From April to June I spent about 15 hours with Mr. Dabney. He first met with me and (my principal) specifying that his work with me was developmental rather than evaluative. He collected information by observing me randomly in many classes and speaking to other faculty and administrators with my consent. He followed up with one-to-one meetings in which he reviewed my strengths and developmental needs. Finally, after reviewing my own priorities, he recommended a plan for my professional growth. A part of the strategy for my development was the creation of a comprehensive classroom management plan. I completed the plan in June, Mr. Dabney reviewed it in July, and I am using it successfully as an instructional tool today.
A positive climate for learning has replaced the previous dark moods. I have more time for instruction; I discipline less but give more time to teaching wanted behavior. My students now respond to me respectfully, and I am taking time to teach them behavior I need. I am now being approached by other teachers for counsel about my classroom practice!
Mr. Dabney's counsel, suggestions, and encouragement have been a tremendous asset to my teaching career.
- (The teacher who wrote this letter was the subject of the developmental audit published here as SAMPLE DEVELOPMENTAL AUDIT.)
MENTOR SUPERVISOR I warmly recommend Mike Dabney as a consultant to educators . . . [he] is a pleasure to work with. His knowledge and experience, careful listening, and thorough communication make him an exceptional teacher of teachers.
- Lisa Erb (Director, Mentoring at Punahou School, Honolulu)
PRINCIPAL [We] asked Michael to audit the teaching behaviors and methods of a teacher who was having difficulty managing the teaching load as well as the students. After several observations and meetings . . . [he] gives valuable feedback to the administration and the teacher . . . not only are weaknesses noted, but the teachers strengths and assets are highlighted. In [a] written report, [he identifies] the . . . areas of possible improvement, along with recommendations, provides direction for the teacher and the administration and supervisors to work together . . . In one specific example, Michael worked with a teacher whom we questioned rehiring the following year because of poor classroom management. This teacher returned to us this school year as a more confident and organized employee, and shared at a faculty meeting that [this] "help has made my teaching a joy . . .I don't go home at the end of the day exhausted." I recommend Michael without reservation to other administrators who are interested in strengthening professional development programs for groups of teachers or for an individual teacher.
- Betty White (Principal, Sacred Hearts Academy, Honolulu)
COUNSELOR I want to . . . thank you for your service to Ilima the last two years. I feel very grateful for the parenting classes you designed and presented to our parents. Indeed, only your skill allowed you to work with our audiences, which can only be characterized as extremely unpredictable in attendance of individual parents and in size of audience: anywhere from a handful to over twenty-five. I am also appreciative of your fine preparation and high-level organization for working with parents in actively-engaged ways, even while observing time limits. I have observed masterful wholesale adjustments as situations demanded. We look forward to working with you again.
- Jeannette Lee (Counselor, Ilima Middle School, Ewa Beach, Hawaii)
PRINCIPAL It is with . . . pleasure that I recommend Michael Dabney. [He] worked with us at Konawaena Middle School on two occasions. [Each time] he provided insightful observations about our focus and individual goals and objectives as they relate to the development of a discipline plan and behavior management. On both occasions [he] set up strategies to enable us to gather information from our school community. He then developed an analysis of this information, so we could work toward creating a discipline plan which would fall in line with our philosophical middle school goals regarding the needs of the early adolescent. I am particularly impressed with [his] ability to work towards a solution to our discipline problems . . . in line with the needs of our staff and students. He does not come with a "this is what you need to do to fix your school" answer. Instead, he looks to the school community for questions, answers, and resolutions.
- Beverly Bedwell (Principal, Konawaena Middle School, Kealakekua, Hawaii)
