Summative Assessment

As I reflect on my time spent in 407, I leave feeling both energized and prepared for the next portion of my journey towards becoming an educator. Before walking into the classroom on a bright afternoon in early September, I already had a certain set of expectations: I would build upon my knowledge from my previous education course, while learning relevant reading and writing strategies that I could use to open up my content to the vast array of students I expected to encounter as an educator. Needless to say, this semester far exceeded any expectations that I had.

As educators, we are more than just vessels of knowledge concerning a specific subject. We must know how we can relay that content to our students in a manner that supports their learning abilities, which is why I believe that textbooks such as Subjects Matter is a resource I will be using for years to come. As an English teacher, I enjoyed the unlimited amount of reading strategies for before, during and after reading. Finally, a useful textbook that was well worth the price. But, as educators, we are more than just vessels of knowledge concerning a specific subject with a few research-based reading and writing strategies at are disposal. No. There's so much more to it.

We need to think about who we are teaching. Of course, I mean the students. But these students are real, live individuals, coming from all walks of life and possessing many different preferences when it relates to the ways in which they want to learn. I knew this before this course, but the opportunity we were given to speak with four students and hear their hopes and desires really pushed home this idea of knowing your students. For example, If a more self-regulated student doesn't prefer doing group-centered jigsaw activities, you have to be conscious of that and plan accordingly. We need to teach to their learning preferences, not make them conform to what best suits us. Another thing from this discussion that has had a profound impact on me is a comment one student made. He discussed how he admired his teacher because she came from his community and was able to be successful. We have a profound impact on the lives of these teens. I, for one, will always be conscious of this. How, then, can we build on the connections we make with students? This is where the need for positive parent/teacher communication is most profound. Imagine a world where you work closely with students' parents, knowing their hopes and desires for their children and beginning to build a community where teachers, students, and parents work as one. Knowing you have the support of the child's parents, so what you teach in the classroom will still matter when class is over, makes it more likely that that child will see success in the classroom, because they will not be held accountable at home, as well. Being able to spend a portion of my day observing a class with a parent, followed by a roundtable discussion with other parents was an eye-opening experience. It's not everyday that an undergrad teacher candidate is able to hear directly from parents regarding what they want for their students in regards to teacher qualities.

Aside from constant communication between teacher, student and parent, it is important that we not forget about our colleagues and how important communication with these individuals is. We all have the same goal: help students reach their full potential. And as they say, "Two heads are often times better than one." I can say that some of my most enjoyable experiences in this course have been when someone has challenged me on a certain point. I love it! It makes me think about things from different perspectives, which is something I never want to stop doing. We're in this together, and by working so closely with each other, It has really helped my interpersonal skills, in the sense of knowing the most effective ways to communicate with colleagues.

Teachers are more than just vessels of knowledge. They must be able to relate to and understand their students, knowing the best ways to push them to achieve the greatness every student has the potential for, all while working with parents to increase this potential. Collaborating with colleagues allows us to learn from one another, brainstorming and working off each person's strength to build a community of better educators. But does any of this matter if you don't put it into practice? That's why the highlight of this course was teaching my two lessons. It was the absolute best way for me to gauge how much I've learned. The faculty and staff at District C were extremely kind and helpful; I always felt welcomed,  making my field-based work an experience that I will never forget.

Student Input and Evaluating Teachers

While browsing Yahoo.com's front page this morning, I came across a rather amusingly titled article: "A Warning to Young People: Don't Become a Teacher." At first I thought that this article was probably nothing more than a grumpy educator looking for an outlet to express himself. And, for the most part, it did feel that way as I read it. But he does have a point: education in this country is changing. But how much so?

Aside from the well-known issues with standardizing testing, the author brought up something that is being introduced in Missouri that would have a direct affect on an educator's job: "student surveys," which would "become a part of the evaluation process" for educators.

Receiving feedback from students is a great idea - something I discussed in a previous blog post. The author also acknowledges this: "Each year, I allow my students to critique me and offer suggestions for my class. I learn a lot from those evaluations and have implemented some of the suggestions the students have made." But he finishes his thought by saying how "there is no way that eighth graders' opinions should be a part of deciding whether I continue to be employed. Does he have a point? I think so.

As I said - student feedback should be something ALL educators take advantage of, but informal feedback written on a sticky note is one thing. What if this feedback was a portion of a teacher's overall performance evaluation? Should students have that type of a power? 

After further research on this topic, I came across a point that I feel is right on. Would this cause teachers to begin putting student approval above student learning? Wouldn't that negate the entire point of this strategy?

Other states have considered this as an option; but as expected, it hasn't been accepted with open arms. 

So, what do you think?

Link to article: A Warning to Young People: Don't Become a Teacher

Article discussing "student surveys" http://gothamschools.org/2012/11/28/student-surveys-seen-as-unlikely-addition-to-evaluations-for-now/