Blog Question:
Should student grades be used as a factor in
evaluating teachers?
Every day we teachers stand in front of a group of
students with all eyes (or most eyes) focused on our every move awaiting
information and direction. We are seen as leaders, dictators, clowns, actors,
actresses second parents or a nagging voice
our students can’t get out of their heads. None
the less, we are in a way being observed and in return,
we are even more intentional and focused on our observation of our students. So
why is it when we get a reminder saying the principle is coming to observe our
class anxiety sets in and all the things you pushed off to the side or marked
as low on our never-ending list of stuff to-do have surf fused? I think it stems
first from our human need to please others and do well but also from the
concept that teachers should have student success (grades, testing and performance)
dictate our job positioning or pay.
In my classroom,
I work with a broad range of students
with varying needs and circumstances. Socially, economically, culturally and intellectually
my students have at least one if not more of these things fighting against them.
These factors alone can put me at an advantage
or disadvantage when considering the question “is my student output a reflection of my teacher input actually?”. In my dance class alone using standards-based grading,
I have at least 30 students failing as of my most recent tally before November student-led conferences. At Mid-semester grade reporting at the end of
September, I had almost half of my dancers failing. Looking at all of the red in my illuminate grade book I would have been
stopped at the front gate first thing Monday morning with my entire office in a
box, and the principle asking for my keys. Luckily firing someone is not
that easy nor is my job at the moment based on student progress.
The truth is my students don’t study; I can give them every answer known
to man, stand on my head, sing, dance and put on a one-woman show and they still struggle to take
responsibility for their learning. Attendance is another issue my student have.
Though I work at an art school, some if
not most of the students don’t give a rip about art. Funny I know!!! I have
been lucky enough to have gained my students trust and interest in music and
not filing a person they like enough to get them to stand up and participate. With
that being said, I am still not cool
enough to override today's peer pressures
of skipping school. Should I be penalized for that? I think not!!! I do feel schools are occupied by teachers who live
for being “BASIC” in their teaching based on the Danielson criteria. Or
as time has gone on and old ways have set in have sadly slumped down to a place
where student-driven learning is no longer a driving force for the work they do
each day, but others shouldn’t be punished for that.
Cleaning house is important and providing a learning environment
that supports students and teachers should be at
the forefront of out work. Do I have any suggestions on how to accomplish
that, No, I’m not sure, but what I can
say is that I can only do so much and my students have to take an active part
in our relationship as well. Would I
punish a person for doing their job in a group project while the other person
did nothing? No, and I feel using student growth as the single observation of a teacher is equally irresponsible.
