The War on Teachers by Christina Knowles

hands_bars_prison_jailBy now I’m sure everyone has heard that eleven Atlanta teachers have been convicted and sentenced on racketeering and other charges associated with conspiring to cheat on state standardized tests. This scandal shocked the nation and teachers for different reasons. While the nation shook their heads in disgust at the dishonest actions of those entrusted with the education of their children, teachers nodded in understanding—I don’t mean to say that they condone their behavior in any way, but we certainly understand it.

If you haven’t heard, eleven teachers apparently changed the answers on student standardized tests and passed them off as student work. The failing school where they worked reveled in the jump in student achievement, and when they were caught, all the major news outlets attributed their motivation to bonuses and incentives—but immediately, I was skeptical. There is no way any teacher would risk losing his career, punishment by the law, his ethics, and waste years of education for accolades and a bonus.

It didn’t take long for the truth to emerge. According to Valerie Strauss of The Washington Post, this was not likely the motivation. In her April 1, 2015 Answer Sheet blog, she attributed their actions to “pressure to meet certain score goals at the risk of sanction if they failed” (Strauss PG 1). This might sound ridiculous to anyone who is not a public school teacher, but every year incredible pressure to outscore the year before is placed on teachers who are threatened with losing their jobs or having their schools shut down based on these scores.

I know what you’re thinking—Why don’t they just focus on doing a better job teaching? For an American school teacher in today’s society, meeting the impossible and ever-growing demands of this thankless job is not even remotely possible. Meeting the minimum requirements of a public school teacher demands a 14-16 hour day, and in reality, teachers could work round the clock and never catch up with what “needs” to be done.

Most of a teacher’s day involves actually teaching in the classroom, then meeting one-on-one with students, contacting parents, attending meetings, and copying the material they stayed up until midnight the night before researching and writing. Every night and weekend consists of grading hundreds of papers, lesson-planning, reading and researching for future lessons, and contacting any parents that they ran out of time to contact during the day. Maybe, if there is any time left over (yeah, right), they will analyze data and make plans on how to reach individual students who are struggling. An American high school teacher today has between 150 to more than 200 students to reach individually.

Today’s students are not the students of yesteryear, further complicating the job of the teacher. Today’s students have had it drilled into them that everything is the teacher’s responsibility. If they are not learning, then the teacher needs to adjust the way he teaches. If it is hard, then the teacher needs to make it easier. If he is failing, then Mom and Dad need to set up a meeting with the administration and give the teacher more responsibilities, such as typing up notes, modifying tests, and creating lots of alternate assignments to make sure the child succeeds, even though these accommodations don’t result in anything except a meaningless diploma—and lower test scores. Today’s students are allowed to be disrespectful in class and disrupt the learning of those who are trying with very little, if any, consequences for their actions. The teacher has no power to enforce detentions or any other punishment, and with the implementation of Standards Based Grading, students receive no negative consequences for ignoring homework. Sure, they will fail the test for lack of practicing their skills, but they can just take an easier, modified version of it after they Google the answers. If a teacher won’t allow this, Mom will set up a meeting. Maybe she will even get that teacher fired. And this does not even take into account attempting to mitigate the damaging effects of poverty, violence, and apathy with which some students deal on a daily basis.

Meanwhile, with every new requirement, with every new impossible expectation, worn out, stressed teachers continue to try and meet every demand for two reasons: They actually care about the kids, and they spent years preparing and doing this job and don’t want to throw it all away and start a new career. If only I can make it to retirement and collect my meager public employee pension, they think, I can just substitute teach, because even though they love the kids and the content, they only have so much to give.

Combine this with a struggling economy, student loan debt, and medical care for their acquired stress-related illnesses, and demoralized, unappreciated, and harangued teachers just may be beaten down enough to compromise their ethics and cheat when threatened by demanding administrators and superintendents to deliver the scores or be fired.

According to Strauss, this was likely the case when Atlanta public school superintendent, Beverly Hall, who died shortly before the trial of the eleven teachers under her supervision, refused “to accept anything other than satisfying targets [that] created an environment where achieving the desired end result was more important than the students’ education” (PG 2). Hall and her top administrators did not threaten job loss just once before the crime was committed. This atmosphere of fear and oppression continually built over a period of several years to the point that when the cheating began, it was encouraged through fear and reward. Teachers who blew the whistle were quickly fired, while teachers who cooperated were awarded with praise and bonuses, in effect, creating a hostile environment of coercive practices by those in charge (PG 2).

One of these eleven teachers avoided jail time by making a plea deal and giving up the right to appeal, another managed to receive weekends in jail, and the rest received up to seven years in prison (Calamur PG 1). It is unbelievable to me that they would receive any jail time! College students who cheat on tests don’t even fail a class anymore, but we are going to throw the book at a few emotionally broken-down teachers trying to keep their jobs?

Of course, Hall is not here to take the responsibility, although surely she bears more of the guilt than any of the teachers, but in my estimation, the true responsibility for this disaster of public education lies with the government. Every year there are new rules and responsibilities to contend with, new threats of losing funding, new batteries of endless tests, all which serve only to further corrupt and destroy the system of education for our children. Why are they not on trial? Why are they not held responsible for declining scores because they are the true cause. They started this wrecking ball rolling in the path of every public school in America, and teachers and students had better get out of the way because it doesn’t appear to have any intention of stopping. Why should it, when teachers make such a convenient scapegoat?

So, yes, I understand why they did it. I get it. And I don’t think they deserve to spend one day in jail. In fact, I think they should sue their district and the government for creating such a hostile work environment and coercing them to cheat (I won’t even call it a crime because that is so ridiculous). These are not criminals. These are the used and abused teachers who loved our kids, who year after year, gave everything they had and more to help them succeed, and we said it wasn’t enough.

Although I work in an honest district where the strictest protocols for testing are followed, and no one even hints at altering tests, we still feel the ever-growing pressure from the state, and so do our students. The more tests we have to give, the more, understandably, the students rebel. During our last testing session, half of my students drew pictures instead of answering the questions or just held one letter of the keyboard down and filled the page with gibberish. They don’t care anymore. They want to be more than a test score. They want to do more than take tests. They want to get excited about something that inspires them to learn.

Luckily, I teach in a district with a principal who is supportive and understanding, yet even as this is the case, we, as teachers, feel the pressure. So, would I ever be tempted to change answers? Cheat on a standardized test? Fortunately, I am not even tempted. Not because it is such a detestable crime, not because there is no one telling me to, but because I just don’t care anymore. That’s what this system has done to me. Much like the students, I don’t care if they pass or fail a stupid state test. I do, however, care about them. I care that they learn to think and to communicate. I care that they find a passion and pursue it, something that will inspire them to passionately investigate.

So, that’s what I teach them, and if my kids fail the tests, then they can call me a bad teacher and fire me. So what? I am a teacher. A public school teacher is highly employable because they are skilled and intelligent and capable of working long hours in the worst conditions. We put up with abuse, disrespect, and blame while never letting it change our love for the students or how we interact with them. Anyone would be smart to hire a former teacher because we are highly educated, critical thinkers, creative, good communicators, great at thinking on our feet, and excellent multi-taskers. Go ahead and fire me for low test scores and bad evaluations based on impossible tasks. You’d be doing me a favor. The only thing that worries me is who will replace us? Who will they get to teach our precious children when they have driven the last of the good teachers out of the profession?

We can say these eleven teachers were bad, and we are lucky to be rid of them, but our system made them in to what they became, and then turned them into yet another knife to stab at the profession. But I won’t make them the scapegoat. It’s time to stop blaming teachers, or we won’t have any teachers to blame. –Christina Knowles

Originally posted in 2015

Sources

Calamur, Krishnadev. “Jail Terms Handed To Most Atlanta Teachers Convicted In Cheating Scandal.” The two-way: BREAKING NEWS FROM NPR. NPR.org. 14 Apr. 2015. Web. 23 Apr. 2015

imgbuddy.com. Photo of jail hands. web. 24 Apr. 2015.

Strauss, Valerie. “How and why convicted Atlanta teachers cheated on standardized tests.” Answer Sheet. The Washington Post. Washingtonpost.com. 1 Apr. 2015. Web. 24 Apr. 2015.

Why I Still Do It by Christina Knowles

IMG_3551 With all the changes in the public education system, with all the increased time demand and responsibilities, with all the blame and disrespect aimed at educators today, some people ask me why I still teach, especially because I actively speak out about problems in the educational system. The truth is I continue to teach for a lot of reasons, but the simple answer is that it’s who I am. When I am in the classroom, I love it. I think I even need to do it. Even if I won the lottery, I would continue to teach at least one class. I don’t speak out because I hate teaching, I speak out because I love it, and I hate what people outside the classroom are trying to turn it in to. I speak out because somebody has to stop the damage before it is too late, too late for current students, and too late to stop good teachers who love teaching from leaving the profession. But this article isn’t about that. It’s about why I do it anyway. What is it about teaching that keeps me coming back for more, no matter what unreasonable working demands are placed on me by the state? I can’t speak for other teachers, but I suspect we have some of these things in common.

Surprisingly, I never intended to be a teacher. I went to college and majored in English Literature because I loved to critically read—everything, the classics, contemporary fiction, non-fiction, poetry, drama, political commentary, philosophy, everything . . . and I wanted to be a writer. I didn’t feel confident in my skills, so I thought I needed an education. In addition, I believe a well-rounded liberal arts education is good in general. A liberal arts education helps a person look at the world with new eyes, not only critical and informed eyes, but with appreciative eyes. I went on to earn my Master’s degree in Creative Writing with the intention of being a novelist and screenwriter.

IMG_3330  However, along the way, I sort of fell into teaching, looking for more “time” to write while still earning a living. That’s quite funny to me now. I’ve never worked so many hours in any other career. But anyway, I entered the classroom at a private school that did not require a state teaching license with zero experience teaching and not even one class in education under my belt. Nervously, I faced my students that first day with an idea in mind of what I wanted them to learn, and then I just started talking, talking about my favorite subject, English. I loved it! All of it—the literature, the grammar, the writing, the reading, the speeches, the debates, and the critical discussion. And I adored my students. I loved getting to know them, listening to their ideas, hearing their dreams, their problems, and inspiring them to learn. I couldn’t believe I was getting paid to share what I was most passionate about all day, every day. I even enjoyed grading papers. I loved reading, encouraging, and advising students about how to make their work creative, interesting, organized, and purposeful. To this day, I have to force myself to limit my comments on work to realistically grade it all because, left to my own devices, I would write an essay on each essay.IMG_3320

Teaching seemed to come naturally to me. I think I am good at it. Like many good teachers I know, I frequently get comments from students that they understood something for the first time in in my class, or saw something in a completely new way. I keep in touch with a lot of former students, and I am always touched by comments from those who say I was a major influence in their lives, students who are now doctors, lawyers, grad students, writers and aspiring writers, and future politicians. This is the most rewarding thing about teaching.

So after a couple of years, I went back to school and majored in Education: Curriculum and Instruction, obtained my state licensure, and began teaching public school, which has been even more rewarding from the standpoint of reaching a more diverse population of students. I’ve been teaching for 15 years and don’t realistically see myself ever completely leaving the classroom, although I do wish I had more time to write—that will always be my first love. But this love of writing, I believe, makes me a better teacher as well.

American Lit  One thing that motivates me to continue to teach is that I am a serious academic at heart. I think about everything in excruciating detail. I analyze, deconstruct, reassemble, interpret, compare, contrast, and relate to my life and the world everything I read, hear, or see. I just can’t stop. I frequently get the question, “Can’t you just enjoy it [movies, books, art] without thinking about it so much?” The answer is that I do enjoy that; it’s why I enjoy watching movies, reading, and art, and because I’m married to a musician, I’m starting to do this with music as well. I hope that my enthusiasm for my subject helps my students to connect to literature on a deeper, more critical level, which in turn, will make them more critically thinking individuals in every aspect of their lives.IMG_3162

Teaching English is good me for another reason as well. I am somewhat introverted with people out in the “real” world, but teaching gives me the much needed intellectual conversation that I am often unable to attain in social situations. I know it sounds like a contradiction that someone who talks all day is actually an introvert, but it is quite common. Introverts spend a lot of time thinking and have trouble engaging with what they see as unimportant or trivial “small talk.” It takes a lot of energy to talk about nothing. However, talking about something deep and intellectual is energizing. The problem is that people don’t typically jump into these types of conversations, and by the time I’ve awkwardly engaged in several minutes of small talk, either I’m exhausted from the effort, or they are. Although I know they are just trying to be polite, I actually dread attending events where I know I will be asked the usual teacher questions: “How’s school going? Are you ready for break? How are the kids this year?” I don’t think they really want to know, and I certainly don’t want to talk about it. I don’t think they realize how many times a day I have to answer these same questions.Prom

Conversely, intellectual conversation fuels my thought-life. Discussing literature and writing organizes and clarifies my own thoughts as well as sparking new ideas. I learn things and get new ideas from my students all the time. I get to have important conversations that many people don’t seem to want to engage in outside of the classroom. I get to have interesting conversations with people from all kinds of backgrounds and interests, from different races, cultures, and life-experiences. This excites me.

It’s true, I have numerous friends and family, including my husband and my book club friends, who are always up for some meaningful and intellectual conversation, but as a teacher, I get to engage in this all day long! I love this so much that teaching alone is not enough. I am involved in several discussion groups with adults from book clubs to philosophical discussion groups, the Diversity Forum to cultured interest groups. My new favorite thing is teaching at the community college, where we take diversity of experience and worldview to a new level. After teaching high school all day long, I teach night classes at the community college—two in a row, and it actually gives me more energy. If my entire job consisted of nothing but time in the classroom, no one would ever hear me complain.

So when you hear a teacher complaining once again about how difficult his job is, or how he must deal with increasing pressures from every direction when all he really wants to focus on are his students and their needs, don’t assume he hates teaching or think he’s a bad teacher.Rachel and Sierra

And if you run into me, please, don’t ask me how school is going, or you may get one of two responses: the stock “fine,” or a tirade on the evils of Common Core testing twice in two months. Instead, ask me what I’m reading, what I think of Nietzschian philosophy, or my thoughts on whether or not The Patriot Act should be renewed, but only if you really want to hear the answer. But most of all, please don’t tell me that “dealing with all those teenagers must be horrible” because that is the best part of teaching. And if I deteriorate into complaints about the Department of Education, lack of funding, or having 500 papers to grade by Monday, don’t assume I take it out on my students. I wouldn’t dream of it. They make all the bad stuff go away, one fabulous paper, one sincere thank you, one inspired dream, and one great discussion at a time.—Christina Knowles

Pediarchal Culture: The True Causes of the Downward Spiral of American Education (Part II of III) by Christina Knowles

601288_10151639540830639_216435886_n In Part I of this blog, I put forth the theory of pediarchal culture as the root cause of the deterioration of America’s educational system. Pediarchal culture is a culture wherein children rule society. Children rule their parents, usually through love and guilt, and parents cater to the happiness, desires, and whims of their children to their own detriment, especially where education is concerned. Discipline, patience, and respect are sacrificed for instant gratification and excuses replace life-lessons and wisdom. If you missed Part I, I suggest reading it before you continue. This blog, Part II, concerns the reactionary response of school administrative bodies and the excessive and clueless interference by governmental agencies, grasping-at-straws in order to fix a system that wasn’t initially broken (but now is) and to pacify a growing and increasingly angry and controlling population of parents.

But before we get into all that the schools are doing wrong, I’d like to point out a fact that is not commonly taken into consideration regarding the ranking of American schools compared to the rest of the world. Statistics that compare the skill level and test scores of American students with students from high-scoring countries are apples-to-oranges comparisons. The United States is the only country in most of these comparisons to test all students and to consider every student on an academic track bound for college. In many other countries including Norway, Denmark, and Korea, students are split at the high school level into academic tracks and vocational tracks with the best scoring children going into college prep classes and the others not included in the testing. So when we see rankings compared to other countries, it is equivalent to testing all of our students (including students with no interest in college, with disabilities, or with behavior problems affecting learning) with only the honor students of other countries. Now it is true that cultural differences also affect the value of education perceived by students, which in turn affects their level of learning. Certain cultures put a higher societal emphasis on education, grades, and discipline of children. However, it is unfair to judge our school system based on these unequal comparisons.

With that said, our educational system is most certainly in trouble. So whose fault is it? As I said, it is my assertion that a pediarchal cultural shift is the root cause, but because no one is willing to admit this, or take responsibility for changing it, the obvious choice for a scapegoat is the teacher. Parents, more than ever before, are quick to side with their children and blame teachers for failing grades and even behavior problems. Because we now live in a pediarchal culture, parents feel the need to guarantee the success of their child and ensure the child’s happiness at all costs, and if they cannot, which of course they cannot, because it is out of their control, they demand results from the teacher, who in the eyes of the parents, is the only thing standing in the way of their child’s success. To take any responsibility for the failure of their child, would be catastrophic to the image they have built for themselves as “good” parents. To lay the responsibility on the child may hurt their self-esteem, and if they have raised them “right,” the child would never have difficulty with material or behavior problems unless some outside source was causing it. The class must be boring, too difficult, they have a learning disability, ADD, the teacher doesn’t like them, the teacher is not qualified, she is not giving the child individual attention, the teacher is lazy, and on and on it goes.

At first, the administrators and teachers of schools looked inward. Maybe these students were different from students in previous generations. Their lives were more complicated, busy, and full of technology, so maybe they needed to be taught differently. So year after year, one method after another was implemented to reach these students. Administrators demanded teachers learn and teach to every individual student’s “learning style.” Teachers were made to go to training after training to learn how to reach the new generation of students. We were forced to let students with ADD listen to headphones while we taught, or wander about the room because they could not sit still. I’ll never forget the first time a parent told me that their child with ADD had no trouble focusing on things that interested him, but had trouble with things he didn’t care for. Wow! Me too! I think that is called being normal, not having ADD. The difference is that I have self-discipline, so I can force myself to endure what I don’t like, which is how I made it through the remainder of that meeting.

The next trend teachers were forced to implement was the elimination of “tracking,” which has been a disaster. We combined all levels of kids in one classroom to avoid labeling students as low, regular, and high. Teachers were required to plan, implement, and provide feedback on three different types of curriculum in one class. That didn’t work, so now teachers are forced to teach differently and accommodate each individual student. Needless to say, this is utterly impossible, even for an elementary school teacher with 25 students, and beyond the realm of imagination in the reality of a high school teacher who may have anywhere from 170 to 250 students for which they are responsible. And it does not even solve the problem of labeling students. Don’t you think it is obvious who is receiving special treatment when a few students are using notes on a test when no one else can, or has half the questions as everyone else? Everyone knows who is receiving accommodations anyway. If I had all the low kids in one class, I could tailor the lesson to their needs without sacrificing the education of the higher students.

Speaking of higher students, we are forced to write an Alternative Learning Plan for gifted students. This has also been a disaster. These students are usually identified as gifted around 3rd grade. After years of being told that they are gifted, these students often fall behind regular students because they assume they already know everything. We are told that they do not achieve because they find our classes too easy and too boring. It is my job to create something exciting, high-level, and interesting for them to do instead of the boring work at which they are failing. Last year my American Literature classes were exploring how the idea of the American Dream has evolved since the beginning of our country. My regular students were reading The Great Gatsby and writing essays on the subject of the evolving American Dream and whether or not is was achievable. I had one failing but “gifted” student who had to have a special plan. I created an assignment for him to make a “video diary” or “digital storytelling,” a short movie discussing the American Dream today versus times past. He didn’t want to do it alone, so I allowed three other very high-achieving “regular” students to join him in the library to work independently for several weeks. Finally, when it was due, the regular students said the gifted boy refused to work on it at all. After talking to him, he admitted that it was too boring for him, and he would rather write the papers the other students were writing. He threw one together really quickly, turned it in, and failed it. The regular students in the group created a decent project, but on the whole, did not understand as much about the topic as the ones who just stayed in the class and did our “boring” work.

In my opinion, every new trend moves us further in the wrong direction. Maybe students need a break from video games, cell phones, and activities that stimulate them constantly. When I traveled to Barbados, I was surprised that they had a very good school system. I guess I assumed that things would be rather laid back on an island, but that was not the case. In one school, everything was very traditional. Students wore uniforms and sat at a desk while the teacher lectured, they took notes, wrote papers, read books, had recess, repeat. If a student got caught with a cell phone, the administration confiscated it and kept it the rest of the year. Caught twice and the phone was never given back. Education is taken seriously, and parents don’t care if their kids don’t like it because it is good for them. These kids are just as modern and in to technology as ours, but they strangely don’t have a problem with ADD or disrespect.

Not only are teachers constantly forced to learn and implement methods they don’t necessarily believe in, but their workloads have become astronomically time-consuming and time-wasting.  In addition to being responsible for stacks of Individual Education Plans, Response to Intervention plans, Individual Literacy Plans, 504s, and other legal documents requiring teachers to do the impossible, teachers are expected to update grades immediately, post them on the internet, update class web sites, send out progress reports, and because it is too much to expect a parent to go online and check on their own child’s progress after a teacher went to all the trouble of posting it, the teacher is then required to personally contact each parent of any student receiving a D or F grade, and to report any behavior problems that may occur. Keeping up with parent contacts alone would easily consume 5 or 6 hours a week of the teacher’s time.

Yet school administrators and the Department of Education continue to put ridiculous requirements on teachers, a workload that is clearly impossible to keep up with, while simultaneously removing all responsibility from students and parents. Government interventions such as the No Child Left Behind Act and the recent onslaught of teacher evaluation bills such as Colorado’s Senate Bill 191 continue to shift the responsibility from student to teacher. However, it is my opinion that these government interventions do nothing to resolve the situation. They are focused on “fixing” the teacher, and the teacher was never the problem. I don’t mean to claim that there are not teachers who lack abilities, knowledge, or motivation to properly teach, but in my opinion, these teachers are the rare exception. By focusing on the teacher, and ignoring the root problem, they are making it worse by robbing good teachers of the time spent in creating good lesson plans and giving effective feedback to students in addition to driving excellently qualified teachers from the profession altogether.

Every year teachers face new expectations, new required methods of teaching, new evaluations, sometimes new state standards, and numerous new requirements in regards to producing evidence to prove they are doing their jobs. Not only does this take valuable time away from already stretched-to-the-breaking-point teachers who are underpaid to the point that many have to find other work to supplement their incomes in order to provide for their families, but it places all of the accountability on the teachers and removes it from both parents and students. By only holding the teacher accountable for student success, it ensures its failure. How many self-motivated teenagers do you know that would take responsibility for their own learning if there were no consequences for refusing to take it? If they knew they were guaranteed to pass anyway, and that someone else would be taking the blame for their refusal to cooperate in their own education? I know there are some, but they are few and far between. Even with the best teachers who have the ability to motivate and inspire students beyond the average, high school students are often un-inspirable. They are too caught up in work, relationships, or even sleeping to care. Many times they are not thinking about the future, and are too immature to realize they are only hurting themselves. They are a product of our culture. Our children have often been given too much too easily, and expect that to continue into their adult lives. Again, there are exceptions, but this is the rule. Recently I gave my juniors a practice ACT test to prepare for upcoming ACTs in April. When many of them failed to receive scores even close to college expectations, their responses were typical. A few of them were concerned and asked what we could do to improve before actual ACTs. Several said they didn’t care because they weren’t planning on attending college anyway, and the rest said it was no problem because they would just attend a junior college that would take anyone. So how is one teacher supposed to motivate 220 students when their own parents cannot? Even in my most popular classes where we engage in meaningful discussion and the topics are easily applicable to their real lives, there will be some students completely uninterested in participating.

Because of this relatively new tendency to place the responsibility solely on the shoulders of teachers, educators are required to jump through ridiculous hoops to prove their effectiveness in the classroom, while at the same time, their hands are tied when it comes to affecting any real change in the system. Teachers no longer have the support of administration in dealing with parents. If a particularly angry parent complains of a grade, it is the teacher who must prove he/she has done everything short of coming home with the student and doing their work for them to ensure their success. When a student is failing, a teacher must put in personal time away from his or her family to tutor the student, type up notes for the student, re-write tests, verbally test, re-test, re-grade, call the parents, meet with the parents, administrators, and special educators to alter the curriculum, and fill out mounds of paperwork to prove that they have exhausted all avenues to help the student succeed. All on top of the regular lesson planning, grading, meetings, committees, activities, and staff development that each teacher is required to attend. If the teacher still gives the student a failing grade, this affects the teacher’s evaluation because “failure is not an option.” Well, unfortunately students know that failure is not an option in most cases because it is not worth the teacher’s time or employment to go through all that and sacrifice the education of the rest just for the students who refuse to take part in their own education. Why wouldn’t the teacher just pass the student? Many do; however, there are also many teachers who are too ethical to do this, so the teacher continues to suffer.

If you believe that the accountability is not primarily on the teacher for results that are out of their control, take a look at Colorado’s teacher evaluation rubric related to the new Common Core Standards. Here are just a few of the ridiculous expectations for which the classroom teacher is responsible even though they have absolutely no control of these outcomes, nor should they have any responsibility for such things.

 STUDENTS will routinely:

–Choose challenging tasks and instructional materials.

–Encourage fellow students to participate and challenge themselves.

Apply coping skills to classroom situations.

–Share coping strategies with fellow students.

–Help fellow classmates by offering support.

–Accept responsibility for their behavior and use of time.

–Help other students stay on task.

–Assume ownership for monitoring their progress, setting learning goals, and

applying teacher feedback to improve performance and accelerate their learning.

 STUDENTS Demonstrate:

–Honesty
–Respect for others.

–Monitor their level of engagement.

–Stay on task during class periods.

–Work without interruption.

–Abide by school and class rules.

–Communicate freely and openly with teachers.

–Respect the uniqueness of fellow students.

–Respect their classmates and teacher(s).

Is it just me, or do these things seem like they should be on a STUDENT evaluation rubric? Unfortunately, I am responsible for these things, not my students, even though it is their behavior.

I realize now that this topic is too in-depth for two parts, and I will post Part III separately. Part III will begin by further examining the teacher evaluation rubric for Colorado, including a list of things that the students’ families will do, except I am the one who is judged on whether or not they do them. Until next time–Christina Knowles

Sources

COLORADO STATE MODEL EVALUATION SYSTEM FOR TEACHERS . Colorado Department of Education. http://www.cde.state.co.us/sites/default/files/TeacherRubric.pdf Accessed: 2/14/14

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