Search Results: don''t know what you got

Here's the conundrum. I'm trying to figure out if I should do this as concerned parent or collegial practitioner. I should preface this by saying that I have almost no hope of changing the pace or priority of content. I don't think ANY observation (wearing any hat) about how he prioritizes different content or pace would have any effect whatsoever.

That said, if my observations wearing any hat will likely not have any effect other than communicating concern, should I still contact the teacher just to say I'm concerned but I don't want to be nagging and say "That's not how I would do it...". I keep on trying to compare this to a tradesman coming to my house; if an electrician, framer, mason, siding, windows, plumber, roofer, whatever were at my house (NOT LIKELY I do all of that work myself and have only had two occasions where a job was beyond me) would I say to them as the knowledgable homeowner "That's not how I would do it..." But that analogy fails because I still have an opportunity to influence the job. Addressing the teacher, my possibility club changing anything will likely have no effect. If anything just food for thought for a veteran teacher who is probably set in his ways.
I've had parents of kids in my classroom who were also teachers and I have gotten feedback that the pace (not my presentation or prioritization) is relentless. My reply was that it's an AP course that earns them college credit in high school and we treated as such. The problem here is it's a two-year course and the first year teacher did not keep a pace that the second year teacher didn't have to rush but that's not her call, that's departmental - all teachers use the same pace.

I don't know. I'm leaning towards saying nothing and just helping my kid the best way I can at home. What do you think? Have you or your parents ever intervened with a teacher about academic or curriculum concerns because they had specialized knowledge or even if they were just playing parent? How did that go?