Hardest part of teaching

The hardest part that I find in teaching is about now... I am useless at waiting and I'm sitting here at 3am in the morning thinking about all the things my students need to know prior to sitting their university entrance examinations. All the concepts, skills and content that they need to know whizzing about keeping me awake, new methods of teaching, old ways revisited - all with the potential of being better than what we did this year.

The programme of work is finished for many year 12 courses. Now these students need to study past papers, ask questions, work together to master final concepts before sitting their mock and final exams.

Did they get through enough? Will they be ok? I've been told by many a teacher that we just do a job. Deliver, let them sit exams move onto the next cohort. I'm still pretty skeptical of this view. We're not their friends as some suggest, no doubt in many cases we become fond of them - but the academic bond is far more important than what they think of us, we live through their successes and failures. It's the nature of the job.

I suppose this first set of exams is the hardest, we want the best for their futures. Even at 16 they are still kids and any number of factors can affect their performance on the day. There are heaps of ways for them to succeed outside of this exam, but this one opportunity is a confidence builder and can be the thing that sets them on their academic pathway.

Being an idealist, the early stages of a project is the most interesting as this is the time new ideas flourish and before we get too set in our ways, we are now most open to these new ideas. The longer the idealist lasts, the greater the opportunity to do something great. We have so many opportunities - creating a legacy in the school with all sorts of kids; indigenous, troubled, high performing, from families of low academic success, sporting kids, kids that will pursue social good over money - all needing mentors and pathfinders. The school itself needs subject areas built to attract new students to the ethos of the school and its values.

Sometimes the brush fires outweigh the big picture but the big picture is where we need to keep our focus. The current feeling is that the current pay dispute needs to end and ended quickly so we can start preparing for next year in earnest. Let's hope this is what ultimately happens and a new brighter dawn in education begins.

Allowing a resit for a test

This is often a difficult question. If we are only assessing outcomes, the most accurate assessment of a student's performance is the last assessment for a task - and in this case a resit for an assessment is ok.

If we are assessing the ability to learn then a resit is usually not appropriate as it will not give a fair indication of how long it has taken for a student to learn a topic and a modifier to the raw score is required to retain equity with other students.

I try to take a flexible approach when it comes to resits based on prior knowledge of a student and the subject being studied. If a student is frequently absent on test days then it takes a fair bit of effort to convince me that it is necessary and I also start to enquire as to whether the student has valid test/exam anxiety. If this is the case - off to the counsellor they are sent.

In a normal case, where student results are far below normal I will grant a resit with a two week delay between now and the new test. This means that the student does not miss the start of the next topic doing the test and the student has to actively seek me out in two weeks to do the resit. If they are serious about maintaining their grade - they nag me until I dig out a new test. Most of the time, they just forget and life goes on. We then re-evaluate performance at the end of term exam.

Apologies for broken links!

My apologies to anyone looking to use links to the Curriculum Council website. Although I understand why they would wish to make it harder to find some information given the quality of some of it - I wish they would just alter the interface and leave the core pages in the same place. This is common web practice - and in most cases, just good practice.

Somebody has thought that the tidiness of directories on the CC website is more important than the 45,000 teachers and parents that directly link to frequently used information.

If someone raises that idiodic comment, "go through the search interface to ensure you have the most recent information" they obviously don't use information on a regular basis. Nobody wants to sift through pages of irrelevant search items to find an article frequently referenced.

I've updated the few links that I keep on the blog, though if you find any more broken links I would appreciate if you would leave a comment here and I will endeavour to re-locate the information.

PD Days

Here we go, about to hit another set of PD days. Admin is currently looking for topics to use for in-school PD. Luckily I'm off to an out of school PD, which I am hoping is going to be ok.

So that I'm not all critic and no solutions, I thought about what would I like to have at a PD session.

Firstly I'd like it at the end of term and to be more of a planning session. The last days of term are rife with missing students and kids on holiday. Let's use one of the days when students are generally AWOL for PD rather than one where the kids would be present fresh and keen.

Being the last day of term it would be the best time to reflect on what has been done and what could be done better next term and next year. Review each course and note what has worked and what has not. Do any handover to the teacher for the following year if teaching loads are to change. If we have set performance management goals at the start of the year, let's review them now. I know teachers are tired at this time, but if team lead (and teachers are encouraged to share successes and failures) and line management driven it could be a very effective tool to promote student performance especially if teachers are forewarned at the start of term of this intent.

Secondly I'd like it HoD lead rather than admin lead. Heads of department report on successes and failures and course/staffing changes to line managers such that changes can be implemented and hopefully improvement seen the following year. The success of the department becomes a performance management measureable for HoDs.

Lastly I'd like it to take a long and short view. There needs to be time to address/discuss immediate issues and report on what has been done about past issues. There also needs to be time dedicated to setting medium to long term goals that are meaningful. Managed statistics should be collated of where students are headed - initially teacher based decisions in earlier years leading to student based intentions as students move to year 11/12. For instance from year 8 cohort, 22 identified possible TEE students. Year 9 cohort, 15 of 17 originally bound for TEE in yr 8 + 2 new possible students etc. This could also be used for future proofing/planning for staffing issues. It would also help hone identification of students at an early age, the ability of the school to mentor students through middle years, identify where the system is working/failing and overall measure the performance of the school in converting students from potential to actual university/VET candidates.