Year: 1998-1999
Month: January
Leader: Group F

Situation/Case Study:
TEACHER ROLE/RESPONSIBILITY

Description:
Work load for teachers.

Hypotheses:
Projects may be too time-consuming. Projects may need to be simplified. May need to use peer evaluation, rubrics to manage the workload. Preparation and grading compete for teacher time. Feedback and evaluation is solely dependent on the teacher. She feels pressed to thoroughly evaluate the work in a timely manner. Teachers may procrastinate when the tasks loom so big. There are too many students in classes because of the block scheduling. Teacher is not selective enough about what needs thorough evaluation. If there are lots of written assignments it becomes overwhelming. Teachers struggle with balancing home, school. Too many big projects going on at the same time. Teacher may feel the need to control, review everything.

Theories behind practice:


Impact on others:


Solutions:
Have fewer projects. Change grading system to make it easier. Use one prep for grading, one for planning. Rubric helps get it done faster and is more objective. Break projects down into phases, develop a timeline and have them turn in increments. Do presentations and grade as they do it. Use peer and self-evaluation with rubrics and checklists that teacher reviews. Pair high level student with special education for peer evaluation. Stamp "read for content only" on particular papers when reading for understanding/knowledge is the objective of the activity. Pick a particular thing you are looking for, tell the students afterwards what the "secret" criteria was, score that area only. Science notebook, pull a certain number each week randomly to review. Plan due dates around times when you may have more time to read. Block out your prep periods to get some grading done during the school day.

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