Kelly, I was wondering for the start of the new year if you wouldn’t mind creating a practical blog post about ways to deal with the perpetual stress and tension, especially in those minute by minute interactions we have (“The binder failed?Whaaat!” “The assessment was no good? Why?”) Invite others to share. I’m going to need something as we start “implementation”....Being in constant PBLA crisis mode is unhealthy for us all...I agree that being in constant PBLA crisis mode is unhealthy.
While we are all in the same boat, some of us have life jackets while others don't. Each of us is at a different point in the roll-out of PBLA. We belong to different cohorts. How our respective administrative teams enforce PBLA varies wildly from one agency to the next. I know of more than one place of employment where teachers are completely stressed out trying to please a micromanaging supervisor. One SPO director is--rumour has it--even using artifact quotas to create a bottleneck to keep classes full. At the same time, I have also been told about a college where the supervisor, someone who understands how stressful this entire mess has the potential to be, has said, "I am not going to check any binders." This supervisor has made an executive decision that I think is ethical and admirable. Hopefully this person is also advocating on behalf of staff whenever the opportunity arises. Most of us fall somewhere in between these two extremes.
Claudie is asking for all of us to chime in with ways to deal with the stress and tension, the overall stress but also with the day-to-day difficult interactions with students around those artifacts, binders, progress reports, and progression decisions.
I will get the ball rolling by sharing what I do while acknowledging that what I do will probably not work for someone in one of the more dire situations.
To begin with, I do my best to put my self-care first. If I am not taking care of myself, I'm going to be stressed and come across as stressed. I'm going to break in front of students or perhaps even snap at them. If that day comes, I'm in the wrong job.
In order to lessen the probability that such a scene could manifest, I am authentic with my students. They know exactly how I feel about the binders and they know they are free to have their own opinions about this assessment framework. Some of them may like it or even adore it, and that's fine. (I haven't met that student yet, but my learners understand that there's room for all opinions.) Some of them may not like it or may not have an opinion, but we all understand that for now the government could take away our funding if we don't do it. So we make the best of it and make artifact collection as painless as possible.
Besides eating well, exercising, meditating and getting enough rest nightly, one thing I do to ensure PBLA will not drive me to a nervous breakdown is to stay organized. In my file cabinet I have folders labeled: About Me, Inventory Sheets, Goals, Needs Assessment, etc. In each folder I keep plenty of copies of each form. When one type of form is running low, I always replenish after school rather than letting myself get caught without a needed form while class is in session.
|Staying Organized - OCD helps ;)|
Because paper pass-back is always on a Tuesday, students get used to the ritual. Even literacy students can follow along. Once they have binders open on their desks, I first announce the skill and write it on the board in the corresponding skill colour. We have colour-coded our binders, so this is helpful for literacy learners. Next, under the skill, I write the date and assessment title for students to copy onto their inventory sheets, e.g., "January 7, 2019 | Call 9-1-1". I also tell them which box to tick of the four competencies. As I come around the room and pass back the artifact with rubric stapled to the top, I point out the date on the rubric and the task title on the rubric. They are the same as what I've written on the board. So everyone is copying the same info at the same time. After some months, this becomes a really a calm and orderly process. Once everyone has finished filing that assessment in the binder and is giving me his or her full attention, I erase what's on the board and we start the whole process over with the next skill. At the literacy level, I really don't have any issues with arguments over scores or progression. Those not ready to move on almost always know it and don't want to move. Those making good progress toward promotion generally know it and are not stressed.
Higher levels are another story altogether.
I know that many CLB three and 3/4 teachers are having a very difficult time with students who are stressing over that magic level 4 achievement for citizenship. I cannot offer suggestions for how to defuse these confrontations. I know colleagues whose students have threatened them or become violent. Someone else will have to speak to that.
How about you? Do you have any wisdom to share with fellow teachers just now starting to implement PBLA, or to those who have been doing it for a while but are struggling with the questions Claudie posed above? Let us know in the comments.