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.