During EDCI 52004, Competency 1 skills were established as educators synthesized knowledge. We were compelled to envision ourselves as Teacher Leaders. Throughout this course students investigated the history of teacher leadership and efforts to reform educational and political systems. A good leader is one who does what is right even when it is unpopular to do so.  This person is also one who does not conform under pressure, but devises a plan to address, mitigate and put into action effective measures to remedy concerns. They exhibit what they expect of others and help to strengthen them through support and encouragement. Leaders are poised, slow to anger and willing to listen, even when they're in error. True leaders are humble and command attention even when silent. Attributes they possess are patience, honesty, reliability and the ability to advise in truth. Leaders are trustworthy. In both personal and professional interactions I make an attempt to model myself accordingly, and am sure I fall short at times. However, I am open to correction and direction. Competency 1 developed because I believe I am a leader in classroom instruction and possess the ability to demonstrate and describe fundamental theories of human learning that help students link science to everyday real world experiences which helps to peak interest. drawing relative associations. Areas that I feel need strengthening are time management and lesson plan building. Since I am expected to “teach to the test” via “scripted”  lessons which are sparse in material, I am making a strong attempt at not relinquishing my creativity during lessons. Even though I have been subjected to scrutiny lately and constant evaluations I am motivated to teach science because of my passion for it and desire to impart what I have acquired to other learners.

     

What I've found challenging while working as an educator was receiving support in wanting to simply teach! Having been informed by the school administration that science has been placed on the backburner in comparison to Math and ELA was disheartening. The very relevance of  the Covid-19 Pandemic is scientific based yet, I realize this approach is an educational trend backed by legislation of  No Child Left Behind (NCLB). The impact of the focus devalues other subjects that also help to cultivate the whole student. I continue to be inspired because I am convinced I have something to share with my students. Leadership is perseverance.

 

Research gathered in EDCI 52004, group presentation, Data-Driven Instruction for School Improvement Plan allowed me to apply knowledge of human learning, diversity, and effective pedagogy in a digital format to finding solutions to problems and improve the learning of science for all students. The objectives of the presentation discuss how to examine school data to determine individual student academic needs to increase academic achievement. Student data is examined to create an action plan to drive instruction. It offers insight into understanding how to use data collected to create a plan of continuous improvement. The implications of how data driven instruction evolved, initiatives arose and how results shed light on social inequalities in testing is also highlighted. The lesson demonstrates foundational theories that led to policies that determined Common Core Standards (CCS) as national measurements for  k-12 education.

 

It is crucial that teachers comprehend the role that human learning represents in fostering learning environments that advance systematic improvements in education and school culture. Data driven instruction is claimed to be used to assess student knowledge gained over the course of the school year. At the state and national levels standardized results are then used in alignment with Common Core Standards (CSS) and some  “scripted lessons” (Gallagher  2013) to mitigate and improve instructional lessons for learning. However, questions have arose, over what exactly is being measured.  Data has also been associated with “teaching to the test” and scoring testing strategies rather than subject material acquired through a curriculum.,  sparking discussions between educational communities. and policymakers due to effects on both students and teachers (American University, 2020). Research has shown students are overwhelmed with rigorous testing schedules causing stress and anxiety, while teachers are pressured to ensure classes perform well. Student scores can be viewed as a direct reflection of teaching methods. “Teachers may feel excessive pressure from their schools and administrators to improve their standardized test scores” in an attempt to close performance gaps  (American University, 2020).  Further studies by Walsh  (2017)  indicated  “pressure to raise test scores has become so strong that testing often degrades instruction rather than improving it.” Walsh references Daniel Koretz, professor at Harvard School of Education, criticizing the excessive need and use of standardized testing “current reliance on high-stakes testing as a fraud — an expensive and harmful intervention that does little to improve the practices it purports to measure, instead feeding a vicious cycle of pointless test prep” (Walsh, 2017).

 

Challenges to social justice have grown controversial regarding factors of unfairness. National and state testing does not account for students who learn differently. The diminishing importance of other subjects as a result of the current focus on Math, ELA and Reading and is void of other aspects contributing to students' ability to learn (American University, 2020). Competency 1 was demonstrated in my ability to read and understand educational literature related to curriculum and instruction by concluding that this “one-size-fits-all approach to testing is arguably biased because it fails to account for variables such as language deficiencies, learning disabilities, difficult home lives, or varying knowledge of US cultural conventions” (American University, 2020). Although standardized testing is meant to be used for data driven instruction to offer a “benchmark for assessing problems and measuring progress” (American University, 2020) to gain insight on areas in need of improvement…my question would be at what human cost and at what rate are we willing to continuously administer these strenuous test? The associated reporT. Scholarly Support Summary-DDI  helped me to combine the elements that distinguish between various theories that encourage: teacher leadership, methods of instructional improvement, and strengthening of learning communities. This essay displayed Competency 1 skills in comprehending scholarly literature relevant to curriculum and instruction. It was synthesized into a written format that analyzes the overtesting testing occurring in disadvantaged school districts. The work questions the validity of data driven assessments in which students miss out on content rich learning in other subject areas due to rigorous testing schedules. Applying human theory of learning  has made it easier to reflect upon pedagogical practices and anticipate how I can improve through professional development and an intentional plan of action.
 

References

 

American University School of Education, A. U. S. of E. (2020, July 2). Effects of standardized testing on students & teachers: Key benefits & challenges. Effects of Standardized Testing on Students & Teachers | American University

https://soeonline.american.edu/blog/effects-of-standardized-testing 

 

Coggins C. (2017). How to be heard: Ten lessons teachers need to advocate for their students and profession. Jossey-Bass. 

 

Mertler, C.A. (2019). Action research: Improving Schools and Empowering Educators (6th ed.). SAGE. 

 

Pine, G. J. (2009). Teacher action research: Building knowledge democracies. SAGE. 

 

Walsh, B. (2017, November 3). When testing takes over. Harvard Graduate School of Education. https://www.gse.harvard.edu/news/uk/17/11/when-testing-takes-over

York, J. & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Education Research, 74(3), 255-316. https://doi.org/10.3102/00346543074003255