As a part of our coursework this week, I had to watch three separate professionals address the topic of what action research means to them. Two of these professionals, both of whom are central office staff, where all about the data. Breaking it down. Tearing it apart. Gleaning what valuable information their districts could from it. I certainly see the value of data, please do not get me wrong. The fear that I have with being "data driven" at the teacher level is that the student becomes more of a statistic or category and the relationship level is lost or lessened. Central office and campus administration should, and more times than not do, focus on data and observable gaps that can be remediated. When the central office or campus administration begin to put too much emphasis on teachers being data driven, the stress becomes too overwhelming and as our text for the week pointed out, you begin to have teacher burn-out and retention issues.
We lose teachers because it becomes more about TEKS, state assessments and data than it does about the individual student and making a difference in their lives. Did we meet AYP? Did our sub-pops do well enough for us to be recognized? Did little Johnny have a place to sleep last night with a warm meal? Teachers often get into the profession for the right reasons. Because our salaries are posted on every district website, we know it isn't for the money. Most initially get in because of the kids. To make a difference. To see the light come on. To give a child hope for a promising future.
Data certainly has its place in guiding us as to whether or not we are on the right track. It can narrow our focus and help us see right where the deficiencies are. Technology is amazing and beneficial is so many ways as far as putting information at our fingertips within a brief amount of time. This data is crucial to guiding our success, but should it be projected on the teachers as much as it seems to be. I personally do not think so.
I am 42 years old. Old, but not old enough to forget what it was like to be in the classroom as a student. I remember teachers having much more joy and contentment in their profession. Salaries were worse than they are today, and yet teachers still had more joy. More passion. Why? I think the data would show those teachers had more say about the creative voices of their classrooms. They weren't guided by or seemingly forced to "teach to the test." Standardized testing has created a system that might have brought about more measurable results to compare us to the rest of the country or globe, but has it truly improved the learning process or school culture? As far as data goes from a profession standpoint, would the data say that teachers are more satisfied now or 25 plus years ago? When did the data start trending toward low teacher morale and burn-out?
Sorry about the soap box on data, but I believe it is too easy to overstress the data and consequently, overstress the teachers. As an administrator, I will be very selective as to the type and amount of data that my individual teachers are asked to review. I want their joy for the classroom to be apparent. We will use data and relationships to steer our campus culture. I personally do not want to go to work as an administrator everyday and have to face disgruntled teachers who are looking to become former teachers. I will strive, through active research and administrative inquiry, to make my campus enjoyable, beneficial and productive for all stakeholders.
RC
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