Apr 24, 2012
Comments Off on Put It On Paper

Put It On Paper

In the next few weeks I have my Teacher Performance Appraisal. I will have it determined, in a single visit to my classroom, whether I meet the satisfactory requirements to be a teacher in Ontario.

Simply put, I’m not worried. Sorta.

You see, as part of the process, I have to show the paperwork of my teaching. Unit plans, lesson plans, assessment rubrics and accounting formulas. Now to say that this isn’t my strength would be an honest assessment of my abilities as a teacher.

But it is also the limitation of any one-shot assessment model, be it standardized test or performance task or examination. The definition of success must be limited. It must be limited because the time is limited. The space is limited. The assessment is limited. But more importantly, the learning from this performance appraisal is limited. What valuable feedback will I get from a one-shot deal? The operative word being valuable.

The thing is, I don’t think good teaching is a unit plan. Sure, a good teacher has a sense of direction, but that doesn’t always look like a unit plan. I don’t think good teaching is a lesson plan. Sure, a good teacher needs to know what they are doing today, but they have to just as easily have to leave it behind if the people in the room require that.

How do I put a student-centred learning model on paper? How do I provide the things that my VP will be looking for, when they don’t fit so easily in a box? How do I demonstrate the relationship of me being a learner as critical to my assessment plan?

How do I put what I do on paper?

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