“When that is out of the way.”
“Once we get through it.”
“It will soon be over.”
“When it’s done we can then get back on track.”
How many times do we hear these statements in schools. Wishing to be doing something else. Galloping along to get to something else, even if we don’t know what that something else is. We all know in schools there is something to be done. We are always doing things, most of the time without knowing the purpose or meaning of it.
As we all know, accreditation is a big deal and we do know the meaning and purpose of it. Being authorized means you are a good school, doing good things and it’s a good place to work and learn – essentially, that is what it all comes down to in its simplest terms.
A self-study is an opportunity to take a look at the school you teach at and students learn in. A school should invest about 12 months in the Self-study process. That’s plenty of time to collect evidence, look at the previous evaluation report, make some self-study groups, make judgments against the standards and practices, write a summary and go through a team visit. This is an opportunity to learn more about what you do well, where the holes are and find ways to plug those holes to be an even better place for parents, teachers and students. The self-study is a time to celebrate, keep schools accountable and mostly focus on Section C (2,3,4) – the quality of teaching and learning and how people work together towards a common goal.
This is the right time to now introduce the word irony in this situation. If a Self-study is meant to be an opportunity to celebrate the achievements of how far you’ve come, why does it bring so much displeasure and angst?
We have dedicated and committed teachers doing their best to put a robust, detailed and accurate Self-study report together… yet I have to say, I’ve caught myself saying the above statements. I should be fist pumping teachers in the corridor and giving high fives for the work we’ve done. The reality is we are tired. After a good day of teaching and learning, getting up in front of the staff and saying those words Self-study, just sucks the enthusiasm out of the room. But, this is important and we have to do it. The Self-study is mostly about collaboration, teaching and learning. This is the business we are in. This is what we offer. I find this incredibly ironic and vexing.
Half of me feels like I am going to get a rap over the knuckles for sharing this much with you.
Am I saying what everyone else is thinking and feeling, or is it just me?
Maybe I am suffering from Self-study fatigue….
Schools have come a long way when it comes to reporting/assessing student learning. There are so many good things about what we do in this profession, writing report cards are not one of them. Why is that?
It is time? Is it timing? Is it the amount of in-put vs out-put? Is it the fact that report cards say so much, but really say nothing at the same time?
I personally have not seen a school get this right yet. I am very interested in what other schools do out there. Can we share some examples? It is time to simplify the report card process. Not only for teachers, but for parents and students too.
What do your report cards say about your school?
Are you really valuing real learning? Do they reflect the 5 essential elements of the PYP? Are they truly representing who they are as learners and as people? Do you review the report card process? Is reporting just a formality?
What does your report card say about you?
A lot of us copy and paste comments. We know it, administration knows it, parents know it, and even kids know it. If this is what we do then should we just not do them? Or do you write 100% personalized comments that truly reveal who each kids are? How can we get it right when we think about the time it takes to write them, proofread, edit and revise them?
There seems to be a shift from writing long narratives (full of teacher jargon) to more concise and pointed comments focusing on strengths and learning targets. I actually find it more challenging to write a specific comment than a long-winded one.
This got me thinking…. do we actually need reports? Why can’t we just write them for students who are leaving the school? Don’t we have enough assessments already that speak so much louder than a written report? Something to consider and think about. A move like that would take a lot of guts. There would have to be a very supportive school community that gets it. There are parents out there that do get it. Let’s educate the others.
Our school wants to inquire into report cards. What does good look like and sound like? Please let us know if you would like to share what you do. Add to this conversation. This is an SOS call to look at different approaches. Together, I am sure we can adapt and change what we currently do to reflect what we want our reports to say about student learning.