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9-R values testing over teacher morale

As a retired early childhood educator with over 27 years of experience – 20 years in 9-R – I know that measuring student growth in areas vital to produce complex thinkers, problem solvers, emotionally and socially stable citizens is not all quantitative.

Yet District 9-R’s current emphasis on academic assessment and reassessment leaves little time for anything else and, therefore, remains paramount in the classroom. How does this emphasis affect classroom culture and teacher morale?

Teacher morale – which ensures both student and teacher vitality, interest, commitment, achievement and investment – is not really a priority in 9-R. Teachers in our schools are highly trained and know how to make learning effective and fun. They do need autonomy in the classroom to design lessons and check for student understanding relating to specific goals. They are then able to utilize other methods to achieve learning success for each child.

But, how is teacher morale in our school district? Research proves school-age children’s brains are still developing, and that growth is linked to their social, emotional, language, fine- and gross-motor skills. Young children need self-directed play, through which they learn and construct knowledge from interactions with people and materials.

However, during the ages when these primary-age children’s brains are still developing, they are currently subjected to excessive assessment to seek higher achievement results in specific areas. There often isn’t enough time in the day for self-directed play. At any age, stage or grade level, undue test-taking is stressful.

Stress and anxiety – the new American way of life already coming down and at such tender ages. The children being assessed don’t have a voice, and teachers administering the assessments have very limited voices.

The strongest voices belong to parents.

Those who regulate assessments listen to you.

Sharon McAnear

Durango



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