Edmonton teacher suspended for handing out zeros
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CTVNews.ca Staff
Date: Fri. Jun. 1 2012 9:07 PM ET
An Edmonton high school teacher said he’s been suspended for handing out zeros to students who didn’t complete their work, bucking a “no-zero” policy at the school.
Lynden Dorval said he doesn’t agree with the school’s behavioural code that bans awarding a grade of zero for incomplete work.
Instead, the policy introduced at Ross Sheppard High School almost two years ago treats unfinished work as a behavioural problem and not an academic one.
“So of course the student’s marks are only based on the work they have actually done,” Dorval told CTV Edmonton Thursday.
“It’s just like in real life, there are always consequences for not doing things,” the 35-year veteran teacher said.
Dorval’s marking system didn’t sit well with the school’s principal Ron Bradley, who sent a letter to the Edmonton Public School Board asking for a replacement teacher.
The letter cites three incidents where Dorval reportedly went against the policy, dating back to 2011.
It also outlines a meeting where Bradley told Dorval to remove the zeros and replace them with the school-sanctioned codes.
The school board wouldn’t confirm the reasons for Dorval’s suspension. It did state it was a staff discipline issue.
However, Schmidt said teachers are expected to follow assessment plans.
“When an assessment plan has been put in place at a school level, it’s my expectation that every staff member will stick to that plan,” he told CTV Edmonton.
Dorval told CTV the zeros he gave to students weren’t permanent, saying it’s important for students to learn about the “real world.”
“The students know that in my case they’re not permanent zeroes, it’s just an indicator that they have to do something about it because this is how their mark is going to turn out if they don’t,” he said.
Dorval’s suspension has prompted a wave of reaction from parents who are calling into radio stations, penning opinion columns, as well as calling the school, the board and the Education Department.
Many have dubbed Dorval the “Hero of Zero” who has stood up to those who allow children to get away with not doing their work.
“We’re hearing from parents. They’re seeing this in a very over-simplified kind of way,” Schmidt said.
“What we’re trying to explain is that students can fail courses if they don’t do the work. Kids are not given the opportunity to game the system.”
Meanwhile, students are somewhat perplexed by Dorval’s suspension.
“If the student didn’t do their work, why should they get any mark at all, so a zero sounds fine to me,” Dimitri Muzychenko told CTV Edmonton.
Another student, Mohamad Al-Jabiri, thought the punishment was too harsh.
“What is he supposed to do? Like he’s not going to run after the kids, it’s high school, right?” he said.
While Alberta Education Minister Jeff Johnson is keeping an eye on the situation, he does not plan to get involved, according to his spokeswoman, Kim Capstick.
“We don’t have a policy on grading. Albertans elect school boards for this,” said Capstick.
Dorval plans to appeal his suspension on the grounds that the principal went beyond his authority. The teacher also hopes to ignite a discussion on caring versus coddling.
With a report from CTV Edmonton’s Veronica Jubinville and files from The Canadian Press
Read more:http://www.ctv.ca/CTVNews/TopStories/20120601/teacher-suspended-marking-zeroes-120601/#ixzz1wvfJvauT
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- Edmonton trustee wants ‘no-zero’ marking policy reviewed (cbc.ca)
- Edmonton teacher may lose job for refusing to let kids skip assignments (news.nationalpost.com)
Getting Ready for the Teacher-Parent Interview: Part Two of Three
INTERPRETING COMMENTS ON THE REPORT CARD
In vain we begged students and parents to focus on the learning skills and comments instead of the marks. Asking them to focus on the comments proved to be a mistake in some cases and here is why.
GENERIC COMMENTS
Teachers are asked to list the students’ strengths, weaknesses and next steps in the comments section, using verbs and adverbs from a number of suggested lists. They do not have to be used, but a teacher who does use them is less likely to be asked to redo a comment. It is accepted practice to write a generic remark for all the students and then individualize each one with appropriate adverbs and perhaps more personal next steps. Some teachers get very clever at writing the generic comment. The generic child in the report card program is called Casper. Here is an example of the generic comment: “Casper has demonstrated an understanding of the usefulness of titles and subtitles in anticipating the topics covered in difficult text. He has difficulty using context, the titles and other vocabulary to infer meaning for unknown words. He is encouraged to read more non-fiction and take time to reflect on difficult language.” In the first sentence, “thoroughly” can be inserted after demonstrated or “a thorough” can replace “a” to create an appropriate comment for a level 4 student. If Casper is having difficulty, then “not yet” can be inserted between “has” and “demonstrated” or more mildly “rarely” or “occasionally” might be inserted. The teacher might have written the second sentence because the majority of students were having the same problem and part of the solution might be encapsulated in the third sentence. Again, the second sentence might be modified by suggesting that Casper has “some difficulty” or “little difficulty” in which case he may be “encouraged to continue to read …” in the third sentence. The program will change Casper to the child’s name and put in the correct pronouns and modifiers. Occasionally it makes a mistake and when we don’t catch it in the proofreading, there is an indignant student.
PEDAGOGICAL BUZZWORDS
You may be wondering about all the stuff about sub titles, context and inferring. These are some of the buzzwords in a new (and excellent) approach to teaching reading, called Balanced Literacy. The teacher is signaling to the principal or vice-principal who will be reading and signing her report cards that she is very much au courant with the latest and greatest trend in teaching to the extent of using it and evaluating it in her classroom. It’s also a signal to any parents who like to research the latest in teaching. Why would she bother? Teachers are under some pressure to be seen to be aware of and impressed by whatever the latest thing in education is. This is because principals are pressured to have the latest and best in their schools and so on. Sometimes it is sufficient to have the outward garb such as the Word Wall of Balanced Literacy and it is rather funny to see educators faking it. In the best schools, whatever comes across the teachers’ desks is evaluated for usefulness and integrated as appropriate. The report card comments may seem mechanical and awkward. They make anyone who likes good writing shudder, however parents were promised accountability and for some, that means report cards being the same while being individualized. There are times when doing a good job in education feels like being the old man and his donkey. Perhaps we listen too much to everyone’s opinion instead of trusting those experienced and well-educated professionals in the classrooms to pose the problems and propose the solutions. That’s a discussion for another day.
For More Information:
Getting Ready for the Teacher-Parent Interview: Part One of Three to understand how marks are derived. Getting Ready for the Teacher-Parent Interview: Part Three of Three to reflect on how each of the three parties involved can work on any issues brought up by the report card. R on the Report Card Does Not Mean F (Failure) to understand what an R on the report card means.
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Posted in assessment, comments, criteria for marking, education, interviews: parent-teacher, parents, pedagogical, report cards, teachers
Tagged assessment, Elementary, pedagogical, report card comments, report cards