If they're corrupt ( or just clunkers) we want 'em turned over. Sooner the better.
I can see your point though. I'm from SpEd background, exclusively. Our parents don't fuss about a B+ or worry about getting into Harvard. Basically, they want to see their kids as independent as possible before they... i.e. the parent... dies.
We occasionally get an intractably hostile parent but it's usually because their circumstance... including the dysfunctional system set up to "help" them... has made them crazy.
Most of the SPED parents though, want what we want: they want the school to teach their kids what they need to know to survive in the world. They want that. We ( the teachers) want that. It's the admins that get in the way: they want to introduce "reform" dogma into an area to which it is ENTIRELY irrelevant. They want to teach kids algebra even if the kids can't count money or tell time because the common core curriculum says that's what ALL kids should be doing at age 15.
And the admins *evaluate* the teachers on the basis of how well they do THAT , i.e. teach common core and related school "reform" corporate orthodoxies that are totally out of place here. ( They're out of place *everywhere*, but they are mind-bogglingly out of place here.)
I realize the issues are not precisely the same in gen ed as far as teacher evals go. Also , it's been a real long time since I've had a supervisor who could knew how to "motivate and balance people's needs." Early on.... yes. But not in a long time. Now they're just soulless bureaucrats.
Also, i didn't mean to imply that ONE parent should have any kind of veto-power type influence.... even in gen ed. I'm just saying that the dynamic is such that ... correct me if I'm wrong.... in GENERAL terms, parents in gen ed will recognize and wish to see retained effective teachers. No?