School/Department Philosophy/Approach

[green]

In my department of music, i am just a piano teacher. What i have observed in my 2 years teaching there, is a movement towards isolation. From this position i have heard of and seen parents complain. One situation was a parent complaining about me. All i saw was the parent talking to the director, and the director listening. Sort of like a a silent movie. I never heard anything else about it. It was later understood she was a 'mother from hell'.

It is true that the department, by the nature of its structure, excludes parents from much of the decision making process that happens between student and teacher. In fact, unless parents make the initiative to come and meet me, we never meet. We have homework books, which has a correspondence section. I have repeatedly stated that a direct relation is needed with parents, a meeting. A triangular relation. Teacher, student and parent. Some parents who have taken the initiative to meet me have said that other parents are 'afraid' to come in.

As a first observation, this situation lacks one key element. A BACKBONE. That is, an axis from where all of the components relate. That backbone IMO is the 'departmental' philosophy or 'approach' to teaching and the expectations that entails.

This is the responsibility of the director. If everyone has their own idea about what is right and wrong, then we will always have chaos. Or at least, a situation where there is constant manipulation.

If we had this 'common understanding', the 'silent movie' that i saw would have sound.

The director and teachers, the whole school for that matter, must all stand on the same ground when it comes to what it is that we DO. It would make no difference, then, if that parent had talked to me or the janitor, they would be pointed back to the same spot. The details of the agreement.

This has become an issue, for me, since i recently recieved criticism for not having 'written' enough 'contructive criticism' on the students term reports. My defense was that 3 lines wasn't enough, and what did they think i had been writting in the homework books all term? I was asked how many parents actually read the homework books....hmm, i very good question indeed coming from the director who is responsible for this current state of affairs...my answer was maybe 1 out of 10. His reply was that, well, the parents are definately going to read the term report so i needed to 'fill it out'.

Anyways, my issue now, is how to tell the director that the problem that is being pointed at me, is not my fault. It is his fault. The fact is 'I' work within the structure that is given. I have felt for a long time that it needs to change. Relationships within the department, and how those interface with the parents.

If u see my point, how would present it to the director?

[anda]

yes, i guess you're right concerning the relations between the school and the parents. over here, it's even worse: in order to make themselves look better, some of the teachers (always the same, of course) tell the parents of their students some horror stories about other teachers (some of the stories are completely invented, others are simply true facts twisted). this way, 1st: the parents thank God for having such a wonderful teacher for their prodigy (since all others are dreadful, based on the stories they hear); 2nd: parents talk to other parents of prospective students - who will also contact you-know-who and beg for a spot.

as for common policies... i used to want something like this too - but now i know that's a utopy.

it's tough - and especially the first years are, but you have to learn to manage without any help.

imho.

[green]

I am going to send the following to the music director, any feedback, suggestions, appreciated...



My concerns address two issues that I believe affect most teachers and parents alike. Namely the kind of relation we are creating with parents and the way in which that relation may be improved. 

I mentioned before about what I felt was a need for more contact between teachers and parents. In reflection I don’t believe this is what we actually want. Quite the opposite in fact. We want more distance from parents and the consuming amount of time they take from our teaching and personal time. Even from the first day back this term, I was reminded how parents can inadvertently ‘interfere’ with what we are doing. So obviously a restructuring of the entire program to accommodate more parental contact is impractical and not really wanted.

As it stands, the only ‘buffer’ between teachers and parents is the music office. Yet I continually have parents who come to lessons, or come to talk during other student’s lessons, after school, who call me at home, and basically without consideration to our time or other duties. In addition I have noticed parents who have taken advantage of the ‘division’ between the office and part time teachers in terms of playing ‘one off of the other’. It is true that there is a ‘power’ imbalance between a ‘part-time’ teacher and a ‘full-time’ teacher, but not one that we acknowledge directly. We are the department, or at least we ‘should’ be…

However, no matter how much time I spend with parents, it never feels like more than a ‘drop in the bucket’. And at times, a wasted drop in the bucket. I say wasted because it is not comprehensive. What I see is a need for a much more complete understanding of the process that students, teachers, and parents are involved in. If we can outline a clear framework of this process, we in effect set up an axis from where we then may develop a much more cohesive level of support and understanding between parents, teachers, and students. A center-point as such acknowledges the need for a unified level of support between parents, teachers, and the school as a whole.

Very basically, my suggestion is to create a website. This website would serve a variety of purposes. However, first and foremost, it would act as an interface to fuse the relation between the department and parents - or whoever chooses to take an interest in what ‘we’ do. This website I imagine would be developed by the school web designer, and as an adjunct to the current school site.

A basic outline could be comprised of general to specific details of short and long term goals, the philosophy that informs the practice, ways to practice, why we practice, the need for practice, the expectations of teachers and how parents can best support our efforts, concerts, parental email correspondence with teachers (all teachers could have an inter-school email), etc.

As it stands parents don’t really know what we want and we don’t really know what parents expect from us. I believe we need to be the ones that show where the ground is and where parents stand. Basically, very few parents (and students) have any notion of what is required in terms of commitment and perseverance when taking up an instrument. Nor the benefits it may bring to them. We are working within a structure of assumed expectations, as opposed to a structure with a very clearly defined purpose. Unless we have common principles that are understood and shared within the department, we inevitably are going to be blowing aimlessly to the whims of parents, students, and the school’s business objectives. This leaves us open to manipulation and dishonesty.

As it stands, I do not feel that there is a sense of unity between what goes on in the department and how that relates to what goes on ‘outside’ the department – in terms of practice, the purpose of practice, parental support, and understanding. The feedback I receive from 40-plus students each week tends to lead me to this conclusion (perhaps other teachers disagree). And so what I see is a lack of harmony(!), with what seems an insurmountable need for educating parents and students regarding what we, as a department, believe to be important.

When we stop to reflect on the amount of ‘extra’ time spent discussing departmental issues with parents, it may for some of us add up to several days of time! A simple display board with the key phrase, ‘Have you seen our website?’ could potentially save many of those extra hours. Current and prospective students and parents could be directed to the site via the newsletter, word of mouth, at concerts, display board, etc.

If we focus on how we can best bring alignment to all of the parts - the students, teachers, parents - I believe the kind of relation that will develop will take care of itself.

[m1469]

Okay, green, it is amazing to me to hear of somebody like you who seems to have a big passion for wanting a harmonious, comprehensive and detailed approach to handling your work, for the sake of everybody involved even.  But, I am not fully convinced by your letter that your concerns are primarily for the students' well-being --although I believe this is actually how you may feel-- and as a teacher, I think you would agree that it could be argued that this should be your first concern.

You are thinking of very big concepts here and incidently, your thoughts tend to remain in the large picture without a more focused tone.  It is difficult then, for me anyway, to understand some things (although I agree with your thoughts mostly and appreciate your enthusiasm for what you do).

Here is a sort of summing up of how I feel about your letter:

My concerns address two issues that I believe affect most teachers and parents alike. Namely the kind of relation we are creating with parents and the way in which that relation may be improved.

I do not think these are actually your primary concerns afterall and therefore what you have stated here should be reconsidered.  Or more accurately, what you state as your primary concerns seem to be only the outcome of actual concerns which are deeper and more pertinent:  the unity of the departmet itself and it's unified role in the developments of the student/individual.

Again, this is a very large subject and could be understood more clearly perhaps step by step.  You try to address many, many issues at once and I think the point of your letter gets a little lost.

From having read through your letter fairly carefully, here are my main questions to you...

1.  What exactly is the actual purpose of this letter?

2.  Is it designed to be a motivation toward actions or simply a statement for the sake of statement?

3.  Where do you feel these actions should begin (if this is what you are indeed intending)?


I hope this is helpful for you,

m1469 Fox

[green]

Yes, there is probably much assumed understanding between myself and the director - we have discussed this issue before but without any conclusion. He has told me he considered have a meeting with all parents to discuss departmental issues and notions of support and practice etc.

Basically what i want to see, and what i identify as lacking within the department, is an over-riding philosophy, a clear vision of what it is we do in the department. We teach, yes, but there is much more involved...

What i see happening is students who come to lesson, i having never met the parents, and away we go! But where? I know nothing about the student or the parents level of support, what they expect and what i expect of them. It is all left to assumption. Consequently, students study for a semester then leave if they weren't 'happy'.

What is missing is a backbone to the department, all of the parts are there - the teachers, students, parents, recitals, concerts, a concert hall, lessons etc - but nothing that co-ordinates them.

It is my opinion that if we state clearly - in a web site for example - what the mission/philosophy of the department is, and all details of practice, what we expect, what we need, how to practice etc etc, then parents will be informed and hopefully DO what we ask. If they have a problem, hopefully it is covered in the site and they can find out about it there, or we can update the site accordingly from feedback. As opposed to parents just walking in, asking the same questions over and over etc etc.

your thoughts tend to remain in the large picture without a more focused tone.

Yes, i keep it general so it remains open to others' input. But i do make general suggestions - again, i want to leave it open to see what i get back...

what you state as your primary concerns seem to be only the outcome of actual concerns which are deeper and more pertinent:  the unity of the departmet itself and it's unified role in the developments of the student/individual

Yes, what i really wanted to say to the director is that he has NO vision, at least not one that is bringing unity within the department. But I can't just say it like that eh? So yes, it is sort of masked by a secondary concern regarding the parents. However, the reason there is problems with parental relations is a result of the lack of a departmental philosophy - a statement of vision that puts EVERYONE on the same ground. There is power inequality, and manipulation going on, and i have the feeling that the director doesn't really see it that way.
I agree it is a very big issue, it requires forums within the department for input and feedback, it requires meetings and newsreports, it requires a 'smile' and friendly hello every once and awhile................but i am no expert, suggestions are more than welcome on how to approach this topic.............

I am not fully convinced by your letter that your concerns are primarily for the students' well-being --although I believe this is actually how you may feel

I was a little confused by this. Yes, the students is of course the main issue, the reson i have a problem is because i see a 'missing link' to the relation between myself and the student - the parent and there input. When parents come to lessons, everything changes, the student opens up, there is a triangulation that occurs and a new level of trust and confidence is created. As it stands, i don't meet 75% of the student's parents, which is very strange. On the other hand, parents can cause many headaches, and perhaps email would make the contact, and the student would know that we are 'in touch'.

1.  What exactly is the actual purpose of this letter?

To articulate what the director doesn't seem to be able to do. He knows there is a problem, but i don't think he knows what to do. I see growing isolation of the part time teachers as a result of the management, i am beginning to wonder if my job is so 'tenuous', or does the director indeed want to create strength and security via what it is we 'believe in' as opposed to what kind of contract we have. I see an undercurrent of jealousy and lack of vision from many teachers.

2.  Is it designed to be a motivation toward actions or simply a statement for the sake of statement?

Action!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Make a website, inform parents, create email correspondance, state our philosophy, put everyone on the same ground....so that we can TEACH and feel supported in that.

3.  Where do you feel these actions should begin (if this is what you are indeed intending)?

Discussion, we need to come to a common understand of what it is we believe in.

I, for a little example, believe that the process of learning an instrument involves 3 stages, 1. practice, 2. seeing/realization, 3. change/integration. Within this process a teachers feedback involves showing 'what' to practice and 'how'. When the student returns, we look to see what has changed, for better or for worse, or 'no' change. etc. This is just a very small example. There needs to be benchmarks that parents understand to be the 'level' that there child is at, and when and how they will progress - now what is progress? Etc...Maybe this would fall under the FAQ section...

I actually don't know how it would be structured or what exactly would be put up on the web site, i imagine this would grow out of a process of discussion within the department which in turn also would involve a process towards unification within the department. Because we would be working towards understanding 'similar' concept - concepts which we all have an 'idea about - and coming to some sort of agreement, or 'common ground' about.

So in this sense the website is a tool to bring teachers together, thinking and discussing towards a more unified level of understanding within the department. Secondly, parents would then have access and input into that process, via the website and email, which hopefully would be ongoing, involve creativity, input, feedback, and change, towards inceased excellence in what we do.

[pianonut]

dear green,  what ages of students do you teach?  i found in teaching privately, that i was the one that "set the guidelines."  i had a minimum amount of practice expected (1/2 hour lesson - 1/2 hour per day practice,  1 hr. lesson - 1 hour per day practice).  i gave out a chart at the first lesson and explained it to the parents/students.  i explained how the practice time was broken up (scales/technique/pieces) and that i wanted students to input their time on each.  then, when they came to the lesson, i wasn't given ambiguous information.  this was for younger students.

for older, mature students,  i ask how much practice (and leave out the parent involvement so much).  basically, you have no cause for parental complaints if the student is putting in adequate practice and practicing what you are explaining and teaching.  also, more hours of practice (than lesson time) are usually attained because of the student being self-motivated.  i remember my college professor telling me AT THE FIRST LESSON: "if you do not practice, i will not keep you as a student."  He made it clear that he had other students waiting in line.  Of course, a student will practice if he/she knows that they are not playing a blind game with teacher/parent.

[m1469]

Green:

Yes, what i really wanted to say to the director is that he has NO vision, at least not one that is bringing unity within the department. But I can't just say it like that eh? So yes, it is sort of masked by a secondary concern regarding the parents.

This is as I suspected.  I understand that you cannot just say these things to the director, it is a tricky thing.  My main point is that I think you are wanting something quite specific, and I wonder if masking it this way will really get you what you want ?  (I don't know, it really might help to get the right wheels into action).  I mainly wanted to know if you are truly clear on exactly what it is that you are wanting. 

If your ideas are to get the director into action why not state some version of this here:

Basically what i want to see, and what i identify as lacking within the department, is an over-riding philosophy, a clear vision of what it is we do in the department. We teach, yes, but there is much more involved...

 

and link this to your concerns about interaction with parents and students and you.  Put cause and effect very close together so it is not difficult for somebody who may be already feeling overwhlemed by a problem to understand what exactly is happening (in your opinion).   Why not use some specific example for the sake of clarity?

I was a little confused by this. Yes, the students is of course the main issue, the reson i have a problem is because i see a 'missing link' to the relation between myself and the student - the parent and there input. When parents come to lessons, everything changes, the student opens up, there is a triangulation that occurs and a new level of trust and confidence is created.

This is also where I am a little bit confused for this reason:  you initially imply that you want more contact to exist with parents, students, teachers and that this is very important to the "process" and does not happen enough, but later you conversely indicate that they are contacting almost too much and that any contact there is already, is largely just wasted time.

In your initial post you say:

In fact, unless parents make the initiative to come and meet me, we never meet. We have homework books, which has a correspondence section. I have repeatedly stated that a direct relation is needed with parents, a meeting. A triangular relation. Teacher, student and parent. Some parents who have taken the initiative to meet me have said that other parents are 'afraid' to come in.

This is statement is largely a simple observation and not just an opinion. 

Then to this in a later post:

Yet I continually have parents who come to lessons, or come to talk during other student’s lessons, after school, who call me at home, and basically without consideration to our time or other duties.

So regardless of whether or not your opinion about what is needed or not has changed as indicated here:

I mentioned before about what I felt was a need for more contact between teachers and parents. In reflection I don’t believe this is what we actually want. Quite the opposite in fact. We want more distance from parents and the consuming amount of time they take from our teaching and personal time.

I feel there are discrepencies in what you view as actually happening and I see this as a potential problem for you in being able to clearly know what it is that you are wanting and for what reasons you are wanting it.

However, I think that the idea of a website is a great idea!  I also think your ideas on what the website can contain are a great ideas!  I also think that this could help to link some gaps between parents,students and teachers.

Mainly, I think that you are frustrated about two different but very related issues.  While I understand your frustrations, I am not convinced you will get a sense of resolution to them both with this one angle.  The bottom line is that as I am sure you know, not one thing will solve the problems of everything.  There will always be a need to meet directly with parents, but maybe the point is that this time could be used more efficiently if there were a little more organization and "back bone" in the department to begin with. 

My thoughts on this are such that of course, the website should only communicate something that is more or less already happening within the department (which is what you are really after).  The point is that the unity must exist with the actual people, not just through cyber space, and that this is the real goal of it all.  It should be addressed in more ways than one.

Anyway, again, I hope this is of help to you

m1469

[green]

yes, helpful. It is true that my opinion has changed about parental contact, but your post has helped me to see that, yes, if there is to be contact, i want there first to be a 'backbone' CLEARLY stated - that can be done via cyberspace to allow those interested to browse at leisure and without 'threat' - THEN, if they wish to meet, we can do so but with the ground we 'meet' on clearly established. Or email can be an option. It is a complex task all that must go into 'framing' our perspective on a process that involves the entire life of a student and the support that is required.   

I have been bothered to see that my email of the above letter that i sent to the director has been printed out and is sitting on his desk - but he hasn't said a word to me. Yes, we're both busy, but ithink he would have at least made an effort to acknowedge that he recieved it.......

[m1469]

Maybe he doesn't know how to respond to you.  Perhaps it does not dawn on him to simply state that he got it, is thinking about it, but needs more time.  Stranger things have happend at sea.  But I understand, it can be truly disheartening!

[timothy42b]

I have been bothered to see that my email of the above letter that i sent to the director has been printed out and is sitting on his desk - but he hasn't said a word to me. Yes, we're both busy, but ithink he would have at least made an effort to acknowedge that he recieved it.......

He is the director.

Therefore it is your responsibility to go to him and request a meeting to discuss it. 

Not his to read your mind and call you in. 

Also it is not your place to be upset with him for not being the director in the exact mode you would if you were director.  Yet you are. 

I do not see you being able to see his side of this, or even being willing to attempt to do so.  Trying to do that might be a very good first step.

Otherwise, I fear you are simply going to get a reputation as a problem employee, and that will effectively eliminate your ability to change anything. 

[green]

Therefore it is your responsibility to go to him and request a meeting to discuss it

Having said that, how many full time staff do u imagine there are? .........Two. Him and the director of performance. So u see this is not a 'school' of music, it is a couple guys running the show of a 'department', with a few part time instrumental teachers.

Not his to read your mind and call you in.

Read my mind? I think i spelled 'my mind' out in fairly black and white as it were didn't I? My letter was basically a proposal, no need to read my mind....

Also it is not your place to be upset with him for not being the director in the exact mode you would if you were director.  Yet you are. 

Upset? I see a problem that needs to be addressed, i am not upset, but what then do u think is 'my place'. To be be seen but not heard?

I do not see you being able to see his side of this, or even being willing to attempt to do so.  Trying to do that might be a very good first step.

Are u sure u read my post? I very clearly stated that what was needed was 'discussion', and outlined my observations, thats it. In a discussion as such i suspect he would state his 'side', i have stated mine, i see them as being of equal value, both open to change. I'm open to a deeper understanding, is he? I'm not sure.......i mentioned to him today if he recieved my mail, he said yes he had read it this morning (actually he printed it out and it was sitting on his desk since monday), said he liked some of my points, but was just going to organize a parental meeting soon to discuss departmental policy..........exactly what he told me ages ago. It would seem that he didn't read my letter very closely or is choosing not to address the points i have raised. I began to say that the purpose of a web site could be to 'cull' the expertise of the department and.....he interupted me to say he was busy and had to go. So there u go eh?

Otherwise, I fear you are simply going to get a reputation as a problem employee, and that will effectively eliminate your ability to change anything. 

Yes, well, the truth can be threatening don't u think? There is really not much to change, perhaps he just wants to be the one that takes all of the credit for it........i suspect that..........schools are strange places, too little thought for my own comfort...

[timothy42b]

green,

You refuted all my points.

Which means you learned nothing from them.

I did not mean them to be critical, nor for you to become defensive.  I have been an employee through many managers.  For quite a few years now I've been a manager.  I had just hoped to show you a bit of the manager's perspective, which you would likely be unaware of, since you've obviously never been one. 

You come across as very clearly knowing the director's job much much better than he does.  And maybe you do.  But, you really weren't hired to do that job.  Nor to clean up the department, or fix the world.  If you choose to do so anyway, that is fine.  But since you're not in charge, you cannot do it by fiat.  In the real world, it also does not happen just because you point out the truth.  To be effective without power, you must persuade and negotiate.  Forgive me if it seems to me that those skills are not yet your strong points, but if you want to make progress you could work on them. 

For an example, let me quote:  "Are u sure u read my post? I very clearly stated that what was needed was"  No, that is not what was needed.  That is your perception of what is needed.  Obviously it is not what the other party perceives is needed.  For you to state it is not enough, you must make your case.  It is not right just because you say so, nor must your supervisor comply just because you say so.  (although it would be nice <grin>)

You have not been able to persuade me that your position is correct, and I am inclined to be on your side, and I have no history of conflict with you.  So I should be easier than your boss.  I wish you success, I am just trying to suggest some ways to moderate your approach a bit.  I promise you, most managers are going to be unsympathetic to your current approach, even though many of your points may have merit. 

Good luck with it, it will be interesting to see how this one comes out. 

[green]

You refuted all my points. Which means you learned nothing from them.

Ahhh....i sniff a 'power' struggle at bay...Or maybe I had already thought of those points. In which case, yes, maybe i didn't 'learn anything' from them....

I have been an employee through many managers.  For quite a few years now I've been a manager.  I had just hoped to show you a bit of the manager's perspective, which you would likely be unaware of, since you've obviously never been one.

U just 'hoped' did u? Well, we must assume from what u say that a hypothetical manager has more 'perspective ' than someone who is not. I personally do not believe that. Is it necessary for an 'employee' to 'know' the 'managers perspective' in order to make a suggestion regarding a matter that is affecting the employee's job?

Obvious or not, it is true, i am not a 'manager'...now what is your point? Because it comes across within your discourse as a mark of arrogance, and since YOU are a manager, i must assume that arrogance is also a part of what makes a manager a 'manager'. Anyways, I was writing to the 'director', not a 'manager'! 
But they are the same right?...

You come across as very clearly knowing the director's job much much better than he does.

I still don't believe u have read my post... where do i indicate that i 'know' his job better than he does? Or that his 'knowing' is something i am trying to 'know better'?

And maybe you do.  But, you really weren't hired to do that job.  Nor to clean up the department, or fix the world.  If you choose to do so anyway, that is fine.  But since you're not in charge, you cannot do it by fiat.

Yes, maybe i 'do', so kind of u to grant me that...God forbid 'fixing up the world' eh? Maybe i was not clear, i am not trying to do HIS job, i'm trying to do MY job, and pointing out what is preventing me from doing that 'job' to the best of my ability, thats all...

To be effective without power, you must persuade and negotiate.  Forgive me if it seems to me that those skills are not yet your strong points, but if you want to make progress you could work on them.

U are forgiven. 'Power' is at work in any form of discourse, ur guise of 'suggesting ways to moderate my approach' is an example of a way that language can be used to mask a 'sub-aggenda'. Namely, exploiting a 'need' with the pretence of offering 'help', but inwardly using the opportunity to assert your ego - which identifies the 'power' of a 'manager' as something that needs to be protected.

Example:

To be effective without power

This establishes first off 'who' has the power and that it does exist. It exists by this statement as a force that either u 'have' or 'don't have'. And if u don't have it, then u must 'fight' to get it.

you must persuade and negotiate

Now we are told how we can fight. We are given the rules by which we must abide. Of course, a manager presides over the decision making process, 'awarding or punishing' based on arbitrary rules generated to maintain power 'relationships'.

Forgive me

Quasi religious overtones, 'forgive me father for i have sinned...', bringing the 'power' of our notion of the 'church' into the discourse

if it seems to me that those skills are not yet your strong points

the 'jab' masked as a 'pious' request for forgiveness

but if you want to make progress you could work on them

having sided with notions and institutions that our society typically regards as 'powerful' - managers, religion, fighting, forgivness, persuasion, negotiation - his statement then takes on the representation of power: "you could work on them" means, i have not worked on them. This having been deemed by someone who in fact does not know. A 'do it or else' type of statement. So if I 'get down' and 'do' what he says, i will make 'progress'... His statement is a way of 'putting a person down', underneath them in terms of power.

Progess...well, i really don't know what u mean by using that word? What if i don't want to make 'progress'? Or what if i define 'progress' as something quite different than what u mean?

For you to state it is not enough, you must make your case.  It is not right just because you say so, nor must your supervisor comply just because you say so.

Funny, i somehow was under the impression that i WAS making a 'case'...

You have not been able to persuade me. I am inclined to be on your side. I have no history of conflict with you.  I should be easier than your boss.  I wish you success. I am just trying to suggest some ways to moderate your approach a bit.  I promise you.

Don't make promises u can't keep.

most managers are going to be unsympathetic to your current approach, even though many of your points may have merit. 

May have merit? Lol...u r about as sincere as a sink. And what is my approach?

Good luck with it, it will be interesting to see how this one comes out.

Righty oh old chap, interesting indeed...

[ChristmasCarol]

In general as I read your letter, I feel a hot smoldering agenda underneath.  I am a traveling teacher.  I go to the homes to teach.  So I get terrific input on the situation.  There are so many different emotional components, space, egos, and the most difficult parent of all -- one who plays an instrument a little bit.  I confess I can get overzealous about what students can achieve.  In my zeal to give them all the tools they need to make good music, I must over and again take in the realities of the American home life that is so over-booked it's mind-boggling.  I think the issue here for you is control.  Ultimately the student has control over whether or not they will do well and move deeply into the world of music.  And then the director's lack of control is bugging you.  Personally I think your letter needs attachments of vision statements and perhaps forms that students and parents could sign when they first begin studying with you.  A contract of sorts that states what each person's role is.  Merely stating what is resented is going to come right back at you.  Are you experiencing some brownout?  Maybe you could use some good ole meaningful opportunities to play and or listen to some great music that is apart from your teaching.   
Passion is a part of what we do if we are to be any good at all.  I go off the edge sometimes if parents or students are inconsiderate.  A general rule of thumb in the universe for me is if I'm good to myself everyone follows suit.

[timothy42b]

I was trying to help, however misguided it may have been, and you are furious with me.

Your boss is not going to be trying to help, because he likely has his own agenda.  I wonder how you will respond to him? 

I have no more advice to offer.  Good luck.  It would be interesting to know how it goes.