Blog 8: The Test? Find More Straight-A Teachers

Blog 8: The Test? Find More Straight-A Teachers

According to Estonia’s minister of Education, “’we know a good teacher when we see one’”.  However, this statement raises important and necessary questions: what makes a teacher respectable?  Can we “label” or “measure” a teachers’ ability to be successful?  The most important question raised is: “how can we create more great teachers?”

According to the article, these issues were addressed in March in Amsterdam by the organization for Economic Cooperation and Development.  Leaders of teachers’ unions, education ministers, and about 150 teachers from 25 different countries all gathered to discusses classroom practices and issues.  Among these concerns, many arguments arose when discussion turned to evaluate how to improve teaching. 

The issue is that since teachers invented assessment. 

(For example, formative assessment is an important and critical form of assessing students.  Teachers should always do this, as it measures how well students are performing, and if it is found that students are not performing well, the teacher looks upon themselves as a possible reason as to why students are failing to meet expectations.  Therefore, the teacher revises their lesson plan in order to meet the needs of their students.) 

Teachers are expected to use methods of assessment without fault or error.  However, teachers feel that assessment is being used as a “weapon” rather than as a “tool for improvement”, thus making teachers not as interested in using it at all within their classroom practices.  

The article explains how teachers are not proven successful simply based on their certification or credentials anymore.  Nowadays, and rightfully so, teachers are expected to prove they are good enough by “’evidence-based learned’”- meaning that the proof is in the “pudding”, or rather, the proof lies within classroom success.    

The article describes a failed system explaining why some teachers fall through the cracks of good teaching: a study designed to compare education in different countries, appraising accountability and professional development, which provides teachers with its feedback on where improvement is need to support weak areas within instruction, “’formative appraisal’” – doesn’t always provide feedback.  “In Italy, for example, 60% of new teachers never received any feedback.”  Therefore, how do we expect teachers to be good and provide formative assessment among other methods of assessing their instruction and the learning of their students if the teachers themselves fail to receive their own assessment?

Or more importantly, what is being reviewed when there is feedback provided for teachers to be better?  According to a teacher in Ireland, “’a very narrow performance measure that people have in mind, where they define student performance in terms of literacy and numeracy.  What about creativity?  Flexible thinking?  Confidence and social awareness?  These things are not so easily measured’”. 

In Sweden, performance pay was considered and used, but measured “highly decentralized” and ultimately a problem altogether.  

An education minister from Belgium disagreed with performance pay.  He feels every teacher should be good and if you have a bad teacher, fire them.  The administration’s management is the focus.  However, Belgium has a big problem on their hands.  Many of their teachers only carry a 2 year training program “degree”, and not a University degree.  Without proper education for teachers, one cannot expect teachers to be good.  Luckily, this system of minimal education is retiring in Belgium.  

Another benefit for teachers is that the government has addressed a pay increase of 15% more, and for post-graduate teachers, a 30% increase in pay.  It is possible many t4rachers feel their acceptable performance does not reflect their pay; therefore they do less and less than expected.  There are some teachers, however, who are genuinely good at teaching because it intrinsically motivated them.  “’Passion for work is the key’”. 

In Hong Kong, pedagogic issues are dire.  Some teachers have protested because the government chooses to enforce layoffs rather than reduce classroom sizes.  Teachers are being treated as factory workers.  “’We see assessment not as a tool but as a guillotine’”, says Mr. Sheen, Vice President of the Hong Kong’s teacher’s union.  In contrast, the United States just focuses on standardized testing, and luckily, increased classroom sizes do not impose a threat at the moment.

Finland suggests they consistently come out on top of PISA rankings and the O.E.C.D. study of education systems worldwide because their teachers are trusted, well-educated, and independent.  “’That will change dramatically if we have Big Brother looking over our shoulder.’”

It seems that government officials seem to think they know more about education than 

members of teachers unions and ministers of education.  Finland school systems trust their teachers, reward their teachers, and allow their teachers to do what they enjoy.  The more pressure inflicted upon teachers to “test test test” and limit creativity, the less teachers will enjoy their job.  Add in decreased pay and increased classroom sizes, no wonder teachers are protesting in Hong Kong.  There is so much expected of teachers, pressuring them to include methods of assessment eliminates their intrinsic motivation to do well and to be “good”.  I feel that other countries need to follow Finland, and have a bit more respect for their teachers.  You may find that your “good” teachers may increase. 

Jessica Hanley

4/5/13

12:12 pm 

http://www.nytimes.com/2013/04/01/world/europe/01iht-educside01.html?ref=internationaleducation&_r=0