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Without more information about why you went to your principal
about your co-teacher, and why your co-teacher did later, it
will be hard to give specific advice.

Now, most likely if your principal said that multiple teachers
consider you arrogant then he probably has heard it from more
than one teacher. He has no reason to lie about it. So, that
is the vibe you are giving off, try to figure out why (which
you are doing).

If you have years of experience as a graphic designer and now
you are teaching graphic design one of the more common mistakes
of new second career teachers is to talk too much about their
previous experience. It is fine with students, but not with
your fellow teachers. You are not a graphic designer who
happens to be teaching, you are a teacher who happens to be
teaching graphic design. You are a rookie, you are new to the
field, you have a lot to learn from your co-workers, not the
other way around. The veteran teachers around you have years
of experience in the field while at this point you only have
theoretical knowledge. Sure, your experience outside education
may help you become a better teacher (at least, you know the
field you are teaching pretty well and only need to learn how
to teach, but then a history major probably knows the history
he/she is teaching pretty well and didn't need to work as a
historian to be a good teacher). However, you are still
learning to be a teacher (it usually takes several years to be
a good teacher).

A common mistake of many new teachers, whether they worked
outside education or not, that can make their co-workers see
them as arrogant is a general attitude that you know what you
are doing (or less diplomatically, coming off as a know it
all). You are a rookie in a tough field, you need to learn
from the experienced teachers around you. Sure, you have
learned all kinds of theoretical knowledge in college or grad
school, but you are now in the real world. Sometimes putting
research into practice doesn't look like what you might expect.
Many new teachers assume that since they just got out of
school they know the theory better than the vets. Some go so
far as to think they need to teach the vets. Even if they
don't, they act like they have nothing to learn from the vets.
If you see a vet doing something different from what you were
taught, ask them (very respectfully) about it, but don't ask in
a tone or with language that suggests that you have a problem
with it. Maybe their experience has shown that it works, or
maybe they know of research that you aren't aware of (don't
automatically assume that they are just "old school" and
staying with old and ineffective strategies). When you do
have a suggestion, remember that you are new and talking to
experienced educators, try to speak in a way that suggests
humility- don't speak authoritatively, put it more like "I have
an idea, I wonder if X would work."

Many teachers have bought into the popular conception that the
problems in education stem from unqualified or inept teachers.
The truth is there are many problems that plague our schools,
but teachers are usually very dedicated professionals and many
(most) are good at their jobs. It is great to want to teach to
have an impact on children, it is great to want to help improve
the system, but don't come across as someone who can fix the
problems, and the people around you are the problem

Now, these three general areas are probably the most common
reasons new teachers might come across as arrogant. If you are
careful in these areas, then we may need more information.
Carefully look at how you speak, how you hold yourself, and how
you talk to your co-workers. It could be what you say, it
could be how you say it. Examine your behavior, spend time
trying to develop personal relationships with your co-workers
(sit with them at lunch, go to any happy hours that staff goes
to, go out to eat with your team), and involve yourself in your
school community (sporting events, plays, concerts, etc). It
is hard to beat a first impression (and hopefully it is only
one or two teachers and not a general first impression) but you
can do what you can to improve it.

On 10/24/09, A.B. wrote:
> Good afternoon, everyone! I have landed a dream teaching
> job and I need some advice before it turns into a
> nightmare.
>
> After 15 years in industry I joined my local school
> district this year to teach graphic design at the high
> school CTE/"vo-tech" level. I emerged from a bunch of red
> tape to co-teach with another teacher who had been there 3
> years. Just prior to the start of school I had an
> orientation with the principal and voiced my concern about
> my fellow teacher and I not stepping on each others' toes.
> His response was an expectation for us to be professionals
> and "work it out" -- a fair enough directive.
>
> A few weeks ago and without prior warning, my co-teacher
> let me know that we did indeed hit such a bump in the road.
> In spite of my request/suggestion to work it out
> face-to-face the co-teacher documented grievances and
> emailed them to the principal. Among them were criticisms
> of me as "arrogant" and "pompous" -- words I've never heard
> associated with me during my time in front of other graphic
> design coworkers, supervisors, or clients. We did
> eventually talk about the documented issues and
> understandings were reached, responsibilities were
> determined, behaviors were dialed back.
>
> This week I was a few minutes late to covering another
> class, where I apologized and explained the comedy of
> errors leading to it to the [different] teacher I was
> covering. Later that day the principal called me down to
> his office, and instead of an expected discussion of this
> class coverage mishap he went on about how *multiple*
> teachers consider me "arrogant" and "pompous."
>
> Needless to say I was devastated and blindsided by this
> revelation. My co-teacher and I seemingly had put this
> issue to bed. Plus, I've only interacted regularly with a
> handful of other teachers in my first two months; only two
> have been significant (our testing coordinator in re:
> PSATs, and taking over for an advisory teacher-turned-class
> sponsor), and speaking with anyone else has been informal
> -- cordial, professional, or both.
>
> I don't understand what's going on here. Are there other
> teachers who were in this position when they started, where
> they didn't see something in themselves that others saw or
> perceived as detrimental to staff support or students'
> instruction? I'm at a very good school -- is it possible
> there's some sort of insular/protectionist attitude with
> the goal of getting me fired or getting me to quit?
>
> I'm at a total loss here. I need some help.

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