A Teachers view...
I am one on many teachers in New Zealand. I wake up every morning looking forward to my day - teaching.
It is unfortunate that Anne Tolley has 'ordered' schools to send their data or they are "breaking the law". Is she in charge of us in the teaching profession now? I thought our Principals and BOT's were the ones to whom we are accountable to - or rather, that we are accountable to the students we teach.
The school I teach at has spent many years improving many things such as; the grounds, sporting excellence, and Maths and literacy to name a few.
I do not want to wake up every morning comparing my class to the one next door, nor do I wish to be involved in competing against other schools to be better than them.
I want my job to be teaching my students everything I possibly can to build the all encompassing student to be prepared for their future ahead. How can I do that when I have to concentrate on Literacy and Numeracy alone?
Have I got this wrong? Help me understand that these so called 'standards' are for the benefit of our schools and students and that 'League Tables' are the best thing since sliced bread (now that's another issue!).
I have read information that denigrates this entirely - right?
It is unfortunate that Anne Tolley has 'ordered' schools to send their data or they are "breaking the law". Is she in charge of us in the teaching profession now? I thought our Principals and BOT's were the ones to whom we are accountable to - or rather, that we are accountable to the students we teach.
The school I teach at has spent many years improving many things such as; the grounds, sporting excellence, and Maths and literacy to name a few.
I do not want to wake up every morning comparing my class to the one next door, nor do I wish to be involved in competing against other schools to be better than them.
I want my job to be teaching my students everything I possibly can to build the all encompassing student to be prepared for their future ahead. How can I do that when I have to concentrate on Literacy and Numeracy alone?
Have I got this wrong? Help me understand that these so called 'standards' are for the benefit of our schools and students and that 'League Tables' are the best thing since sliced bread (now that's another issue!).
I have read information that denigrates this entirely - right?
Replies to This Discussion
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Permalink Reply by Chris Morris on -
I struggle to see what the issue is. It's important for schools and teachers to be accountable for student achievement. The effective schools work in Victoria demonstrates accountability as an important component in raising achievement. As a school principal I value competition, not because its about being first, but because its about being the best we can be. Without a something to compare ourselves against, how is it possible to pursue excellence? I also sense some sense of unreality about what communities actually want - they want to know how their children are doing compared to expectations. We shouldn't closet ourselves within our own narrow world of education. At the heart of this debate is fear - so what are we frightened of? And are our fears real or imagined?
Cheers - Chris
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Permalink Reply by Di Palfrey on -
Hi Chris (and readers)
You are in part right - the bit about expectations and setting high standards are indeed the way to increase competition - but in our school - that's were it starts and finishes - from within our school which is inclusive of the parents and students.
Our struggle is, we are a Decile 2 school. Our other struggle is thus... We are pretty certain that as the 'competition' heats up, our school (and others of our ilk) would become a dumping ground for the unwanted, low achieving students, that the 'high achieving' (or those schools whom are recognised for reaching their National Standards!) don't want. These schools will not be dragged down because that's the way the school and the parents think this is what they have to do to maintain these 'pass levels'.
I can assure you and any other reader that nowhere in our vocab is FEAR and we certainly don't live in a narrow world - in our world we call it 'reality'.
We believe we are achieving great things with our students but I guarantee you it won't be in the way you think we should be achieving - alas many others will think like you do. If people walked in the moccasins of others - we would all have a better understanding of what actually goes on in each others worlds!
Thanks for your comment though - I really appreciate the chance to discuss this. By the way - my husband too is a School Principal - it's a Decile 2 in South Auckland.
Cheers - Di Palfrey
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Permalink Reply by Pamela McKirdy on -
Many parents already avoid low decile schools, which is why the higher decile schools have to put in enrolment zones. In our area, even the kindy had children coming from a neighbouring suburb with its own kindergarten, so that our local kindy had a huge waiting list. Parents reason that if a low-decile school is having to spend extra time and energy on children who don't speak English or have bad home backgrounds, then ordinary children get ignored or the teaching is slowed down to meet the needs of the slower pupils. So to some extent low-decile schools are already 'a dumping ground'. These schools may do great work, but kids still need to learn to read and write.
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Permalink Reply by Mathematics teacher on
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Hi Di
I can see your point and I would hate to think I'm always competing with the classroom next door or the school down the road. But like you said, we as teachers should be most accountable to the students. By having a standard, at least the students know whether they have met a certain standard or not. The pass fail rate is only a number to you. I think we as teachers should our personal feeling behind us. So what if we have to "compete" with the classroom next door? Would your teaching practices improve as a consequence? I think in order for me to compete, I will have to improve my teaching practices. Without standards, we will get into a cycle where we think we are great teachers but we don't really know how good the children are doing. Because let's face the facts, no matter what key competencies they should achieve, it's only real subject knowledge that will get them places in life.
Cheers
:-)
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Permalink Reply by Di Palfrey on
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Hi
Maybe I do have the wrong message? the classroom 'next door' - in the broader sense - has a heap of potential for one to learn from - both professionally and collegially! You mentioned "only subject knowledge will win the day" - how does one teach one subject every day - in a Primary School setting? how does one teach only one 'subject' full stop?
Obviously as a Mathematics teacher you are in a world of the 'one subject' opinion whilst I teach in the real world of Primary students. All subjects - all levels! To compete with the 'class next door' means different levels (at least 25-30 in each of our classes, and we do have to INDIVIDUALISE every students learning and our assessment is specific to students needs - not a check list to compete with the class next door nor fit national standard testing criteria!
Cheers
Di
Mathematics teacher said:Hi Di
I can see your point and I would hate to think I'm always competing with the classroom next door or the school down the road. But like you said, we as teachers should be most accountable to the students. By having a standard, at least the students know whether they have met a certain standard or not. The pass fail rate is only a number to you. I think we as teachers should our personal feeling behind us. So what if we have to "compete" with the classroom next door? Would your teaching practices improve as a consequence? I think in order for me to compete, I will have to improve my teaching practices. Without standards, we will get into a cycle where we think we are great teachers but we don't really know how good the children are doing. Because let's face the facts, no matter what key competencies they should achieve, it's only real subject knowledge that will get them places in life.
Cheers
:-)
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Permalink Reply by Dellis Hunt on
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Hey Di
I hear you and I back you all the way. Stay strong. As a parent I want what is best for my children as you do. Your comments are very valid and I don't think you have it wrong any way shape or form. If you want links to the feedback report commissioned by MOE then check out below as this is full of concerns by parents (MOE is desperate to tell everyone they are backed by parents but the report does not support that at all). I choose to believe, and see evidence of it every day at school, that our teachers are great reflective practitioners. There will always be some but please show me any organisation where the staff are 100% perfect.
If I were in your place I would find it hard to stomach the comments that Anne Tolley and some others are making re teachers being fearful of being caught out and found wanting. Please do not take this to heart. Share your message and be strong with your collegues in what you do!
Your worries about low decile schools are very worrying to me as it is proven that these children are disadvantaged by this type of policy. If you want access to the cambridge report, Oct 2009 and MOE feedback report then visit my facebook page:
http://apps.facebook.com/groupsplus/?vm=browse
Then put 'parents against labelling' in the search bar. If you scroll down you will see the group a few down from the top. There are file attachments that you can access.
Great feedback Di
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Permalink Reply by Zachary Markham on
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Hi Di
Some great feedback here . After listening to the media interview ( morning report ? ) I feel the main issue is that this document - National Standards are un proven . It is interesting to note that the consultation with the sector was not initally open to teachers - often planned in teaching hours . However in reality National Standards will be implemented ( changes in the NAGS point to this ) but if the government decides to push the policy through from Feb next year - it will fail because how do we know the levels - including the progressions contained in the document are actually correct . Yes , we already have standards that help guide our teaching the NS actually draw on these eg Literacy progressions so what is the rush ( and yes even Hattie agrees with this point ) The fact is ... we have a Collective agreement up for negiotation next year - isn't it easier for a government to have this hanging over our heads rather than providing a sound , detailed PD programme and exemplars - models of use ... and yes I am " ignoring the productivity comments and league Tables suggestions at this point
Zac
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