Category Archives: teacher autonomy

When zero is not allowed, what is the difference between a student who doesn’t do assignments and a student who is on an Individual Education Program?


It is common to accommodate a student on an Individual Education Plan due to a disability either intellectual or physical, by reducing her workload if that is appropriate.  For example, an English teacher might require a student to answer one of two questions as thoroughly as every one else in the class.  For the second question he might jot down a few words to remind him of his thoughts on a possible answer, if he had time.  He will meet requirements of the assignment by thinking about both questions, but reducing the amount of writing required would accommodate his dysgraphia.

I should add that there are many other forms of accommodation.  Shortening the amount of work is only one but sometimes a useful one.

Gifted students on an IEP may have the number of questions they do for math practice reduced as they do not need as many to cement the concept.  Instead, the teacher may assign problems that take them farther into the concept.

You can see where this is leading.  What a teacher assigns and the amount she assigns is tied in to how much work she believes is needed to learn the material.  If you have read my four posts “How do you get to Carnegie Hall?” you will remember that repetition AKA practice is necessary for learning skills.

If a student is not on an IEP, does a teacher have a moral right to change the program he used his expertise, experience and professional judgement to design just to accommodate a normal student who hasn’t handed in some assignments?

Consistently not doing work is a behaviour problem and those who are best equipped to deal with them should be informed: parents, guidance counsellors, principals, vice principals.  In the meantime, teachers should be allowed to get on with what they were trained to do.  And that includes assessment

Do we really want our future doctor, lawyer, builder of bridges, electrician or plumber accepted to train in their professions even though they had missed parts of their math or physics or English classes?  If they find zeroes discouraging, let them ask for help.  If they don’t want to learn enough to ask for help, please don’t lie to the public by indicating they have actually passed a course.

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From CTV Edmonton


Edmonton teacher suspended for handing out zeros

CTV News Video

CTV Edmonton: Does no-zero policy coddle kids?
Veronica Jubinville reports on an Edmonton, Alta. teacher who was suspended after giving students a grade of 0. Some say the policy is fair, but others are worried kids won’t learn if they can’t fail.
CTV Edmonton Morning Live: Career likely done
An Edmonton teacher who was suspended for the remainder of the school year for handing out zeros feels he will likely be terminated permanently come next September. CTV’s Laura Tupper reports.
CTV Edmonton: Teacher shares his side of story
An Edmonton teacher is speaking out after he was suspended from a local high school, reportedly because he gave his students zeroes.
Physics teacher Lynden Dorval spoke with CTV News on Thursday, May 31.Physics teacher Lynden Dorval spoke with CTV News on Thursday, May 31.

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Physics teacher Lynden Dorval spoke with CTV News on Thursday, May 31.

Physics teacher Lynden Dorval spoke with CTV News on Thursday, May 31.

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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

When Our Goals are No Longer about Education


In a previous post I questioned the value of paperwork in education (Rethinking “Education for All” Charts: Does Paperwork Improve Teaching?). Since then, I have been sent this link, an account of what happens when education is no longer what comes first in a school board. It is an hour long, but if you care about education at all, it is worth the 60 minutes.
http://www.thisamericanlife.org/Radio_Episode.aspx?episode=275

If you can’t get it on the above link, try:

http://itunes.apple.com/gb/album/275-two-steps-back/id345311689

I believe it is free.