About That Letter From a Math Teacher....

A few weeks back, I published a post that included some thoughts from one of the math teachers in my building. I shared it with a math consultant that we work closely with thinking she would support the post. She read the post and offers her interpretation of it below. It doesn't match what I was intending to say but it does cause reflection for moving forward. I remain grateful for honest feedback from trusted colleagues like this one. 



From Betty Barrett, Math Consultant : 

On April 28, a Middle School math teacher wrote an email to her principal concerning the recent State Assessments. I am quoting here some of what she wrote:

“This has been such a great two weeks. I am so impressed with how our students handled testing with such diligence and tenacity. I wanted to give a personal perspective on this week’s testing. You are the most positive and effective principal I have worked with, so I am hoping that even though it is my personal perspective, that maybe you can take some of this perspective to use in your own way.  

I am in my fourth year of teaching the Common Core Math Standards. I struggled through the hasty implementation of CCLS and now am at point where I feel successful, positive, and confident with the Common Core.

This has been a great year. I really feel I did my best teaching this year and that I did everything right. I covered all the standards at a pace and level appropriate for my students. I taught challenging content at a level of rigor and complexity equal to the level demonstrated by the released questions.

I put no pressure on my students and made the testing process as stress free as possible for my students. I felt confident my students were prepared and was confident in their performance levels.

Last week several of my students actually commented that they were excited about the math test because they felt so comfortable and confident with the material. I really felt they were ready for the test.  

That is until the actual administration of the test.

The extreme difficulty level of the math test was a disappointment on many levels.  With these words, my words, I am standing up for my students. Changes are still needed to the testing process. The tests need to be designed so that they provide a reasonable chance for success, yet still maintain required rigor.”

In answer to her teacher, the administrator wrote, “After reading her words, I feel responsibility for her feelings.”

My immediate and very visceral reaction was that these are not words of defeat. They are words of strength and defiance! This teacher expressed herself strongly and clearly. She knows that she did everything right. She has given her all to the program and to her students; and they have responded to her and learned. I so applaud this teacher for standing up to the courage of her convictions.

The administrator went on to say, “I've tried to remain positive and supportive in my work as lead learner and during our implementation of the Common Core standards and state testing. I've complimented the progress that has been made and encouraged my teachers to believe in the trajectory we are bound to be on.” 

I agree, she certainly has done this.

She then said, “Yet, I'd be the emperor with no clothes if I pretended not to hear the words of my teachers and their reflections after this round of state testing.  They believed me when I said I knew we could do better.”

My reaction was that her teachers did do better!

But, now we cannot ask that teacher or the others like her to do more. Teachers and students have been “deluged” by the testing.  Hopefully this message will be sent from administrators and teachers to design future tests : “so that they provide a reasonable chance for success, yet still maintain required rigor.”

I feel that for now, administrators all over cannot ask for any more; dedicated teachers are doing beyond their best. What administrators can do is tell their faculty that they realize just how much work they and their students put into preparing for the assessments; and that they will continue to work and fight for them.

 We cannot ask teachers who are emotionally and physically worn out to give more than they have. As students progress through the grades, then teachers will be able to ask for more.

The teacher said, “I really feel I did my best teaching this year and that I did everything right” For those who did, administrators, please tell them that. 

Give your good teachers a breather to continue to do their best and see what next year brings. This year cannot end with a request for more.

Things You Need to Start Living Bravely