Thoughts on Statewide Standarized Testing

Mention statewide standardized testing among a group of educators and you'll immediately hear groans and grumbles.  Teachers are caught between a rock and a hard place in when it comes to standardized tests.  We know assessment is necessary to ensure students are learning and progressing, but we are skeptical about one test's ability to effectively track student understanding.  We look at our classes and see the individual abilities, knowledge, skills, and needs of thirty different kids and we think...how are we going to ensure each of these students does well on this one important test?  Anxiety builds throughout the year as we realize certain students are falling behind in reading, math, or science.  We reteach, scaffold, and tutor these students in order to help them succeed.  We do everything in our power to ensure all our students are prepared and then, when testing begins, we pray they perform to the best of their ability.  And then we wait to face judgement day.  Will our students' scores indicate we are effective teachers or will this be the year our administrators call us in to talk about an "improvement plan"? Frankly, this is a terrible way to measure teacher effectiveness and it causes a serious amount of anxiety for educators.  There is never going to be a standardized test that provides adequate (and comprehensive) evidence of student progress or teacher effectiveness because every student is unique.  So cue the groans and grumbles, because until we come up with a better system, educators and students will continue to be at the mercy of standardized tests.

General Inquiry Reflection

4.1 Demonstrating Knowledge of Content and Pedagogy. In order to demonstrate mastery of this program standard, a teacher must plan and implement lessons using a variety of pedagogical practices.  Figure 1 illustrates the relationships between planning, instruction, and assessment as it relates to student learning.

Figure 1: Cycle of Effective Teaching (EdTPA)

During this course, I learned how to create clear and measurable learning targets, scaffold and differentiate lessons, communicate high expectations, plan informal and formal assessments, ask open ended questions, and incorporate student voice and academic language in my lesson planning.  This new knowledge will help me better plan, instruct and assess my students this year.  

Before beginning this course, I was unsure how to differentiate lesson activities and provide learning support for the exceptional learners within my classes.  Now I am excited to go back through my school curriculum and design lessons that provide opportunities for students with a variety of abilities and styles.  I plan to utilize questioning, reflection, cooperative activities, multiple assessment formats, nonlinguistic assignments, and student-led discussion to keep my students engaged and active in their learning (Marzano, 2007).

*  Marzano, R. J. 2007. The Art and Science of Teaching. Alexandria, Virginia: ASCD

Intro to Teaching Reflection

As stated in Internship Performance Criteria 8.2, teachers grow and develop professionally when they participate in a collaborative educational community where feedback is given by colleagues to improve instruction and advance knowledge of teaching practices and methods.  Through collaborative learning in this course, I gained an understanding of how culturally relevant teaching practices can positively impact students in my classroom.

The purpose of culturally relevant teaching is to enhance learning by connecting academic concepts to students’ cultural knowledge, prior experiences and performance styles (see Figure 1). 

Figure 1

For every human being, previous experiences and cultural contexts determine the lens through which he or she learns.  It is vital that educators validate students’ identities and backgrounds by incorporating curriculum that includes their life experiences in their learning. As students and teachers become more familiar with the cultures represented in their community, they learn to value diversity, self-assess their own biases, and understand dynamics of difference within their school (Cross, 1989).

As I’ve participated in the course over the last eight weeks, one of my students has been on my mind. This particular high school student’s incredible work ethic is admired by all of the teachers at my school and he regularly receives good grades.  However, last year he started falling behind on assignments, often fell asleep in class, and missed several days of school. Eventually I pulled him aside to express my concern and ask what was causing these changes.  He explained that his father, a Mexican immigrant, had broken his ankle and was unable to work.  So he was working two jobs in order to help the family pay their bills, taking care of his father and younger siblings while his mother worked, and desperately trying to stay on top of the ever-mounting pile of homework so he could get good enough grades to go to college.  I was shocked! No wonder he had trouble learning at school. 

If teachers don’t understand the cultural factors and experiences that affect their students’ learning at school, they cannot provide the support and resources these students need to succeed.  This year, I hope to develop better knowledge of my students’ previous cultural experiences, plan curriculum that is relatable to students’ everyday lives, and facilitate discussion that opens students’ eyes to the diverse perspectives present in our classroom (Kozleski, 2010).   By accomplishing these goals, I can provide learning opportunities that help my students develop cultural competence and connect what they know to what they learn.

* Cross, T.L. (1989). Towards A Culturally Competent System of Care. Retrieved from http://eric.ed.gov/?id=ED330171

* Kozleski, E.B. (2010). Culturally Responsive Teaching Matters!. Retrieved from http://eric.ed.gov/?id=ED520957

Piaget's Cognitive Development

Piaget’s Four Stage Theory is one of the leading theories on cognitive development. He identifies sensorimotor, preoperational, concrete operational, and formal operational as the four stages of psychological development.  During the sensorimotor stage, infants use their five senses to learn about the world through examination and experimentation, eventually developing object permanence.  Responses in this stage are based solely on their immediate circumstances due to their inability to categorize objects and situations.  Years 2 to 7 are considered the preoperational stage.  Pressley and McCormick (2007) explain that during this stage children develop symbolic schemes “that allow them to represent objects or events by language, mental images, and gestures” (p. 62).  Deferred imitation, symbolic play, egocentrism, and conservation also begin during this phase of development. Primary school students fall into the concrete operational stage as they have the ability to understand facts but still find it difficult to comprehend abstract ideas and concepts.  Cognitive categorization and organization develop during these years allowing students to understand relationships between items and place them in order according to specific parameters. Finally, the formal operational stage begins in early adolescence as socialization, problem solving,  and abstract and forward thinking develop. Students in this phase are capable of in-depth discussion, multi-factored problem solving, and forming hypotheses.

The implications of these stages greatly influence curriculum, lesson planning, and instruction in the classroom.  Because students develop at various paces, educators must diagnose their students’ current developments stages in order to identify appropriate class content and instructional methods for their students.  Sensitivity to students’ limitations must be coupled with a commitment to equilibration as the teacher helps their students move from one cognitive stage to the next.  Constructivist approaches best aid this advancement by providing experiential learning in the form of guided discovery, modeling, and collaboration.  It is through these methods that teachers can provide an engaging and challenging classroom experience that caters to each of their students’ developmental needs.

Program Standards and Elements of a Model Entry

[Program Standards and Elements of a Model Entry follow below. All of the content below this section is for reference. It may be copy-pasted to your new post. Delete the prompt between brackets after creating this post]

Program Standards 

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.

Professional

About Lynnea
I grew up in Colorado Springs with two rambunctious younger brothers and a mother and father who were career educators.  In 2009, I moved to Calfornia to pursue a Music Education degree at California Baptist University, where I met my husband.  We moved to Washington just days after our wedding, due to a last minute job offer, and have enjoyed the beauty of the Northwest for the last three years.  In my free time, I enjoy baking, running, playing just-about-any competitive sport, singing in a community choir, and helping my husband (who's a worship leader) with music at our church.

Interest & Experience in Education
I am currently teaching band, choir, and worship team classes at Rainier Christian Middle and High School. I just completed my third year with the district and have thoroughly enjoyed working with the whole gamut of secondary students.  I love investing in students and spend most of my summers coaching track and field, counseling at summer camps, teaching vocal lessons, and working with the youth group at my church. As a graduate student at Seattle Pacific University, I am currently working on a Masters degree in Teaching and Washington teacher certification with an endorsement in choral music.  I am thankful for the opportunity to further my professional development and hope to use the knowledge and skills to become a more effective educator.

Characteristics of an Effective Educator

Maria Montessori once said, “The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.” Effective educators are identified by their ability to nurture students’ natural curiosity and passion for learning, by equipping them with skills to become independent learners.  These educators are well-prepared, organized, and clear in their expectations.  They are masters in their respective fields and radiate confidence, enthusiasm, and passion as they teach.  Effective teachers know and care about their students’ academic strengths and weaknesses, personal interests, and unique personalities. They create engaging lessons that spur on independent thought, active learning, and in-depth discussion.  Their humor and wit provide the perfect amount of comic relief.  Students would say that these effective educators are fair, approachable, and wise.  They are a source of support for their students academically and personally.  But most important of all, effective educators inspire their students to become life-long learners by making learning a source of joy.