I would rather think of it as incentive. But I like to look on the bright side.
You know that in 2006, Florida came out with a policy of linking teacher pay to student test scores. On the surface it might sound reasonable, but you have to roll back the carpet on this one to see the bugs. What about great teachers in underfunded schools? Great teachers in schools with high populations of second-language learners? Great teachers in schools where families are walking the razor edge of survival, where parents are working two jobs and can't help with homework, where some parents are MIA, having fallen prey to addiction, violence, or some other poison? See, no matter how great these teachers are, they need to grocery shop, too, and how many will be able to resist the call of being able to buy bread and cheese, and so they will migrate to the neighborhoods with higher-priced real estate. Once again, the kids who have the most need will end up with the worst teachers.
Now President Obama is talking about linking teacher pay to performance. Which makes a lot of people nervous. I am all for it, as long as the performance in question is that of teachers, not solely that of the students, and that the performance is measured in a fair way. We all of us in the (non-gummint) world are paid according to our performance. The man who shines shoes at the casino where I take my weekly UNLV class (everything in Las Vegas happens in a casino, it is just part of the local charm, I guess) makes more money because he does a good job (and is just plain pleasant to talk with); a server at a restaurant makes more money in tips because she is competent at her work. Writers can command a higher rate when they have established a solid reputation, and it's the same for consultants. There's no reason teachers should be exempt from expectations.
What I very much appreciate is the possibility of excellent teachers receiving higher pay. I've always thought if teachers could make a decent living, there'd be more excellent teachers. Last week, someone asked me why I didn't teach anymore (I taught a few community college classes in beginning and remedial composition, which I loved doing), and I said I couldn't afford the pay cut. I have to support my children, you see. And I would put money down--this being Vegas and all, I am picking up the local lingo--that I am not the only one.
Showing posts with label teachers. Show all posts
Showing posts with label teachers. Show all posts
Monday, March 16, 2009
Friday, March 13, 2009
Be Easy, Baby
. . . in the immortal but out of context words of Sharon Jones and the Dap Kings.
I often used to conduct item and passage review meetings with groups of teachers. I liked doing it, not only because I like being large and in charge. I also liked traveling to different states and meeting teachers from all over the country (and hearing their accents). I liked talking about test questions and reading test passages. I liked giving the teachers information about assessment, information that would help them in the classroom and for which they were invariably grateful. (I especially liked how teachers, when they are away from the classroom, always behave like students of the age they teach. The primary grade teachers are wide-eyed and very enthusiastic and sweet and need a lot of direction to keep them focused. The upper elementary grade teachers are lively and they talk out of turn and like to take breaks. The middle school teachers are sometimes a little difficult to manage. The high school teachers wear their sunglasses inside and sit toward the back of the room and slump down comfortably in their chairs. )
One of my first such review meetings was in French Lick, Indiana. A couple of hours in, I suggested we take a break, and encouraged the teachers to stand up and stretch and move around to refresh themselves, which suggestion inspired them to tease me about my wacky California-ishness.
It's been years, but now I get to say that I was right. And I do confess that I regrettably harbor a tiny fondness for being right.
P.S. Meditation is also beneficial to students, as is knitting. All three activities change the brain wave patterns:
I often used to conduct item and passage review meetings with groups of teachers. I liked doing it, not only because I like being large and in charge. I also liked traveling to different states and meeting teachers from all over the country (and hearing their accents). I liked talking about test questions and reading test passages. I liked giving the teachers information about assessment, information that would help them in the classroom and for which they were invariably grateful. (I especially liked how teachers, when they are away from the classroom, always behave like students of the age they teach. The primary grade teachers are wide-eyed and very enthusiastic and sweet and need a lot of direction to keep them focused. The upper elementary grade teachers are lively and they talk out of turn and like to take breaks. The middle school teachers are sometimes a little difficult to manage. The high school teachers wear their sunglasses inside and sit toward the back of the room and slump down comfortably in their chairs. )
One of my first such review meetings was in French Lick, Indiana. A couple of hours in, I suggested we take a break, and encouraged the teachers to stand up and stretch and move around to refresh themselves, which suggestion inspired them to tease me about my wacky California-ishness.
It's been years, but now I get to say that I was right. And I do confess that I regrettably harbor a tiny fondness for being right.
P.S. Meditation is also beneficial to students, as is knitting. All three activities change the brain wave patterns:
Clinical studies over the years have shown the effectiveness of interventions on a wide range of medical problems caused or made worse by stress, such as hypertension, cardiac arrhythmias, pain, insomnia, allergies, repetitive stress injury and infertility, among many others. Practicing the relaxation response daily can boost the immune system and make one more resistant to the harmful effects of constant stress.Good for all of us, but especially at-risk students, who may not have many resources to help them with the stress of surviving in this sometimes hostile world.
Tuesday, March 3, 2009
Stakes
Today I got a shout-out asking about a practice to be employed in a classroom assessment, and it got me thinking about classroom assessments.
In this business, we think of classroom assessments as informal and low- to no-stakes, meaning that there will be no decisions made about student promotion/retention, and that there is no teacher/school/district accountability. There are probably some stakes for the students--they will receive a grade, which will contribute to an overall grade in the class, but the effect of this one grade on this one assessment is fairly minor in the great grand scheme of the universe.
Which is an excellent thing, as so few teachers know much about assessment, what skews an assessment, what practices should be avoided in assessment, which question constructions put up unnecessary obstacles for the test-takers, what kind of wording should be used. How do that happen, I wonder. Not to blame the teachers; the mystery is why teachers aren't generally required to take a class on test content development. Creating a sound assessment that accurately measures the targeted skills or knowledge requires knowing how to do it. You don't just get up from the couch one day and say, Hey, Ima build me a house without doing at least a tiny bit of research. But we don't know what we don't know.
Test content development is not difficult, but one does have to know what are the best practices in order to build a test that has at least some potential of giving a relatively fair and accurate measure of what a student knows and can do. Even if it is just in the classroom, even if the results only affect a tenth of the student's semester grade in one class.
Same thing at the DMV, you know. And those high-stakes tests could not possibly be legally defensible, constructed as they are in such a haphazard way, with all their outliers and overly attractive distractors and so on. Every single assessment professional who takes a DMV test cannot help but exclaim at the shoddy construction. What's so interesting to me about the DMV tests, though, is that even civilians recognize how bad the tests are, even if they cannot identify the reasons.
In this business, we think of classroom assessments as informal and low- to no-stakes, meaning that there will be no decisions made about student promotion/retention, and that there is no teacher/school/district accountability. There are probably some stakes for the students--they will receive a grade, which will contribute to an overall grade in the class, but the effect of this one grade on this one assessment is fairly minor in the great grand scheme of the universe.
Which is an excellent thing, as so few teachers know much about assessment, what skews an assessment, what practices should be avoided in assessment, which question constructions put up unnecessary obstacles for the test-takers, what kind of wording should be used. How do that happen, I wonder. Not to blame the teachers; the mystery is why teachers aren't generally required to take a class on test content development. Creating a sound assessment that accurately measures the targeted skills or knowledge requires knowing how to do it. You don't just get up from the couch one day and say, Hey, Ima build me a house without doing at least a tiny bit of research. But we don't know what we don't know.
Test content development is not difficult, but one does have to know what are the best practices in order to build a test that has at least some potential of giving a relatively fair and accurate measure of what a student knows and can do. Even if it is just in the classroom, even if the results only affect a tenth of the student's semester grade in one class.
Same thing at the DMV, you know. And those high-stakes tests could not possibly be legally defensible, constructed as they are in such a haphazard way, with all their outliers and overly attractive distractors and so on. Every single assessment professional who takes a DMV test cannot help but exclaim at the shoddy construction. What's so interesting to me about the DMV tests, though, is that even civilians recognize how bad the tests are, even if they cannot identify the reasons.
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