How do you know if an interview "went well"? That's the question on everyone's mind. Presumably, if there are no controversial items or points of contention to discuss, then it's a "good" interview. That's how my interviews went this time around, and I feel somewhat relieved. But what do we do with the interview that seems to sound more like the parent saying, "You're fired!"?
For me, my interviews are an important opportunity to receive information as well as give it. It is significant that a parent takes the time to come and talk. It sends strong messages to the child that their education matters. I have heard of times when a parent verbally attacks a teacher and catches them off guard. These times have not been on interview day, however. Those are unplanned meetings. "Be alert and watchful", people!
Maybe that's the unique thing about interview day: It is a planned meeting that matters to both the teacher and the parents. It's a check-in point. It's a fair discussion between to adults about an extremely important subject.
I had one parent make a comment on p.3 of the report that her son "actually comes home after school and tells her what he's been learning." This parent went on to say that her son has been maturing and making some improvements all around. Nice!...
Saturday, December 04, 2004
Wednesday, December 01, 2004
More Report Card Stuff
From my observation, much of the worry around report cards, and the awkwardness that teachers have, is related to discomfort with the computer environment in general. The handling of data files is a concrete example of this. Funny thing: those of us who are uncomfortable with moving data around are quite vocal and willing to say things like "I hate computers" or whatever. We seem to know our area of weakness, but are slow to overcome it. However, we're getting better at it! Yes, it's true.
The number of times that I have guided teachers through the import or data submission process over the past three weeks, not counting the memos I typed and the eTeacher manuals that I made available, is about fifty. This is fewer than previous times, but I'd like to hope that this number will continue to diminish. There are still a sizeable handful of us who have not taken complete ownership of getting the submitted data file where I can get it. The email solution is the best one, but alas, it didn't work for some. (It worked for Sue and for Joanne, and Wally, finally!) This is still my best way of getting your data, because I can get the file from any internet workstation, any time, and I check it regularly. A few used floppy disks to transfer data from home, but I never had to handle the disks because they copied the file from their floppy into the "TAB done" folder themselves. A couple of others gave the disk to me personally, then I did the copy and had to give them back their disk, and a few others didn't transfer data at all, they just left it in eTeacher, where I had to get them to log in, start eTeacher, then submit their data file while I led them through the process. Do you see how we're all over the map?
What a bunch! We're sooooo human.
The number of times that I have guided teachers through the import or data submission process over the past three weeks, not counting the memos I typed and the eTeacher manuals that I made available, is about fifty. This is fewer than previous times, but I'd like to hope that this number will continue to diminish. There are still a sizeable handful of us who have not taken complete ownership of getting the submitted data file where I can get it. The email solution is the best one, but alas, it didn't work for some. (It worked for Sue and for Joanne, and Wally, finally!) This is still my best way of getting your data, because I can get the file from any internet workstation, any time, and I check it regularly. A few used floppy disks to transfer data from home, but I never had to handle the disks because they copied the file from their floppy into the "TAB done" folder themselves. A couple of others gave the disk to me personally, then I did the copy and had to give them back their disk, and a few others didn't transfer data at all, they just left it in eTeacher, where I had to get them to log in, start eTeacher, then submit their data file while I led them through the process. Do you see how we're all over the map?
What a bunch! We're sooooo human.
Monday, November 29, 2004
Reflections on Report Cards
Computer generated reporting should be a dream, not a nightmare.
Talk about splitting hairs! We have report cards with marks on them, which we spend hours calculating, days and weeks teaching towards.... and we have comment boxes which we also spend hours constructing, days and weeks correcting! WHAT THE HECK!
Report cards are a simple summary, a super-concise description of the present state of accomplishment, a (maybe) a word or two about what to fix. They shouldn't be a 250 word treatise on every outcome that was attempted. They shouldn't even be like the evening newspaper that covers who, what, when, where, why and how. Comments should be straight to the point and general in nature. Those looking for more details can come to the interview.
As educators we shouldn't be losing a wink of sleep, nor should we be battling with each other over report card issues. Reporting should be easy and quick. Automated, computer generated reporting should be a dream, not a nightmare. The administration of computerized report cards can be facilitated by clearly stating expectations for comments. One suggested practise is to have teachers submit their comment library in hard copy to administration for prior approval, long before the reports themselves are compiled. This removes much of the confusion and last minute runaround fixing this, that and the other thing. We would save much time at the end if we sat down and planned the process and timelines more carefully. We may even eliminate the need for some of the supply teacher coverage that has been needed.
The final piece is this: Thank goodness for flexible leadership who support and assist the process wherever possible. Thanks to the principal and vice principal who provided some release time to enable the printing to happen. I'm sorry that many of the teachers in our school have felt alienated and embittered during this round of reports. It ought not to have happened.
GB
Talk about splitting hairs! We have report cards with marks on them, which we spend hours calculating, days and weeks teaching towards.... and we have comment boxes which we also spend hours constructing, days and weeks correcting! WHAT THE HECK!
Report cards are a simple summary, a super-concise description of the present state of accomplishment, a (maybe) a word or two about what to fix. They shouldn't be a 250 word treatise on every outcome that was attempted. They shouldn't even be like the evening newspaper that covers who, what, when, where, why and how. Comments should be straight to the point and general in nature. Those looking for more details can come to the interview.
As educators we shouldn't be losing a wink of sleep, nor should we be battling with each other over report card issues. Reporting should be easy and quick. Automated, computer generated reporting should be a dream, not a nightmare. The administration of computerized report cards can be facilitated by clearly stating expectations for comments. One suggested practise is to have teachers submit their comment library in hard copy to administration for prior approval, long before the reports themselves are compiled. This removes much of the confusion and last minute runaround fixing this, that and the other thing. We would save much time at the end if we sat down and planned the process and timelines more carefully. We may even eliminate the need for some of the supply teacher coverage that has been needed.
The final piece is this: Thank goodness for flexible leadership who support and assist the process wherever possible. Thanks to the principal and vice principal who provided some release time to enable the printing to happen. I'm sorry that many of the teachers in our school have felt alienated and embittered during this round of reports. It ought not to have happened.
GB
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