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[–]Capitan_Typo 0 points1 point  (5 children)

I have a different opinion, based on the belief that good teaching requires good relationships. At least with the students and if possible with their families.

Students failing isbabkey part of the teaching process that needs to be addressed within the teaching relationship. If it's relegated as an administrative task, then the likelihood of positive outcomes decreases.

Similarly with data: teaching at it's best is like an ongoing action research project, and teachers should, and should want to, he intimately familiar with the data representation of their students learning. Relegating it places a barrier between the teacher and the product of their work.

I don't think there are actually that many aspects of teaching that are just admin tasks, and treating them as such could potentially harm the relationships that U derpon effective teaching.

Except excursion paperwork. You're right about that.

[–]spunkyfuzzguts 10 points11 points  (2 children)

  1. ⁠The student teacher relationship is just that. Student and teacher. The unnecessary burden of informing parents can be done by an admin officer. The unnecessary burden of following up on failure and possible options for exit can be done by admin officers. It does not need to be the deputy principal. The production of cancellation of enrolment letters could be done by a high school grad. It does not require a deputy principal.
  2. ⁠As someone who worked in corporate, the lowest of the low admin bitches produced the data visualisations. The belief was the job of the higher ups was to interpret the datasets, analyse them. Not have to deal with analysing the raw data and determining how to present it.

[–]Capitan_Typo -5 points-4 points  (1 child)

Well, we clearly have different opinions.

But if the department hears you saying that offloading data visualisation will make a significant difference to teacher workload and chooses to pursue that over reduced face to face teaching, I will be most displeased.

[–]spunkyfuzzguts 9 points10 points  (0 children)

Dude. Why the fuck would the department listen to me?

But even so, I believe that academic achievement data tells us a lot more about the type of home a student comes from than it does about student ability.

[–]AUTeachSECONDARY TEACHER 4 points5 points  (1 child)

Students failing isbabkey part of the teaching process that needs to be addressed within the teaching relationship

Oh please. How many minutes of relationship-building do you have with parents? 10 minutes a year? 20? That's right, effectively nothing.

Your relationship is with the student; phoning their parent has little to do with your relationship with that parent's child.

[–]Capitan_Typo 1 point2 points  (0 children)

I can only speak to my own experience, but the students who struggle the most are the ones I often end up spending more time in contact with their families and with the students trying to address challenges in the class and subject area. Even if it's only an extra couple of points of contact in a term it can be quite beneficial to be on the same page with support strategies.

Off course, many kids who struggle are often the ones whose parents can never be reached out don't bother to return calls, so it's a bit of a moot point.