Entry #19 - Jan. 25, 1999


"The vice-principal said, apropos of student evaluation, that we must begin to get students more involved in evaluation of their own work, comparing it to the standards, and identifying steps to improve . . . and maybe we should introduce student-led conferences. Well! I nearly dropped all my order forms!! Was I really hearing this?? Hallelujah!"


What a week. The raging blizzards turned to freezing rain, guaranteeing an adrenaline rush during the morning commute (to the tune of "Slip Slidin' Away"). One morning I had to turn back, the roads were so bad, and wait for sunlight to melt off the worst of the ice. When I arrived, my students were gloating at what they had accomplished without me: many had completed several sections of their project notes, in point-form yet!!

Others were finding it difficult, however, and as the week went on I secretly questioned the wisdom of undertaking such an ambitious project in the first place. Maybe I should have just assigned the usual and gritted my teeth in the face of the inevitable copied results? Certainly, the advance preparation on MY part (preparing individual study sheets, outlines and color-coded, note-taking guides for each student) was a lot of extra work. Was it worth it?

It's too soon to know, of course, but I had a few hints as we went along that maybe this "scaffolding" technique was helping the students. Tuesday afternoon, one little imp appeared unexpectedly at dismissal time, books in hand, and asked, "Can I stay and work on my project, miss?"

This boy, Tony, a bright kid who rarely settles long enough to complete anything, had actually gotten quite intrigued with the story of the eruption of Mt.. Pelee in Martinique, where a pyroclastic flow suddenly swept down the mountainside, incinerating the inhabitants except for a felon on Death Row in an underground dungeon! Tony's grasp of the important details and his factual recall was outstanding, but he did need help with written organization of his notes. In only 20 minutes we accomplished an amazing amount!

Next day, as I "modeled" for the umpteenth time how you look through a passage, pick out the keywords, and write down significant phrases (wondering if I was talking to myself), another boy chimed in unexpectedly -- "I get it! You take words from the book, like the names and dates, and you write down the important stuff like you would SAY it." DING!! DING!! DING!!

I collected the notes on Friday and am grading them over the weekend. Some of the students DID "get it," and all of them at least managed to get information organized without copying, and in something like point-form (i.e., bullets, with the highlights or main facts). We're a long way ahead of where we were! When they put their notes into paragraph form (next week's work), it will be "in their own words" -- a phrase I have found students do NOT automatically understand.

With all the cancellation of events on account of weather, I had forgotten all about the public consultation meeting for the district's new "Education Plan." One afternoon our principal asked me to hustle over to the area office -- the meeting was on! I grabbed my notes and headed out. My concern with this proposed "Education Plan" (vision statement, values statement, strategy and evaluation statements, etc..) was the lack of emphasis on student learning as evidenced by commitment of resources, staff development, community partnerships and so on towards identifiable goals for the benefit of students. There was lots of "touchy feely" language about making people feel good, but little in the way of concrete policy to give them something to feel good about!

This was one of a series of such meetings, being held across the district, and the majority of participants were school council members, interested parents, and community liaison people. I looked around and saw only two or three other teachers there. I was thrilled when ALL of my points, and concerns, were brought up -- and seconded and reiterated -- by parents present.

We had a good discussion on the need to be focused on student outcomes -- that's what all our staff (teaching and otherwise) are REALLY there for -- and that people will "feel" validated and so on when they are involved in a positive work environment with exciting things happening for the kids!

The "traveling road show" will take all the consultation results back and the "Education Plan" will be revised before being presented again. My money is on a more focused document with less psychobabble next time around. It's true it's only a document, but I do think if you don't have clear-cut goals and at least a general plan towards achieving them, you are unlikely to accomplish much.

I'm very nearly "meetinged out" after another surprise one came up Friday at lunchtime. I'm not even sure exactly what committee this was, but apparently I was the seventh grade rep, and I was trying to listen while filling out a book order form. The vice-principal was mentioning several upcoming deadlines (I blanched when I heard "report cards" again -- didn't we just finish them??) and then said, apropos of student evaluation, that we must begin to get students more involved in evaluation of their own work, comparing it to the standards, and identifying steps to improve . . . and maybe we should introduce student-led conferences. Well! I nearly dropped all my order forms!! Was I really hearing this?? Hallelujah!

Then our principal, in an aside, mentioned some timetabling and other issues she was hoping to visit with an eye to changes to give the kids more concentrated learning time. She said we'll have to discuss all these things "later," but I was ecstatic they are finally on the table. Heading home that afternoon I crossed paths with a colleague who had also been at the meeting. She said (out of the blue), "I think things are changing for the better around here." "Really?" I asked (not being sure what she meant). "Yes, I do," she continued. " I think [our principal] is feeling sure of her ground here now, and has a sense where she wants to take the school -- that's my impression, from the meeting anyway."

I hadn't gotten round to reflecting on it yet but -- what a thought! This school has tremendous potential, and a great staff. It would take a lot of work from us all, but we really need that direction set from the top. With so many crises to deal with, there has sure been a leadership vacuum at the school level (and not only at our school, I'm sure). Maybe there's hope for us after all! Not that I haven't believed so all along, but what a great thought to end a wintry week!


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READER COMMENTS:

I absolutely agree that teachers should involve students more in the evaluation of their own work. I continue to be astonished when meeting with the teachers of my children of various grade levels and I ask, "Did you tell him/her this?" They always say, "No".

How can the students know what is expected of them, where they missed the mark and how to reach it if they are not informed and assisted by the teachers? I have had to help my children "improve" on work when they did not even realize that their performance was considered sub-par until report cards came home.

I had to ask for copies of work to be sent home in order to evaluate and understand where the grades came from because the teachers never said a word until I contacted them. Currently, my 7th grader, -- a previous straight A student who already was somewhat traumatized by the higher expectations of 6th grade (maturity as well as school performance) but overcame and re-established himself as an honor roll student -- was told by his teachers that since time was limited on the formally established day of parent/teacher conferences, that conferences would only be held for parents of students who were deemed to be "having problems".

Now, he has been informed that his Science grade will drop by a letter when he receives his report card next week. He was clueless regarding this matter. The teacher never said a word (Science) until giving them their scores to average yesterday - too late to do anything to bring the grade up. Of course, as usual I am contacting yet another teacher to find out why it wasn't brought to anyone's attention earlier and ask what needs to be done to improve the grade, but I am tired and will be glad when my kids are out of public school.

I also pity the children who have no one to advocate for them. I am currently in training for parent leadership to inform and help get more parents involved in the schools. I just hope I don't burn out!