Another semester is drawing to a close where I teach. Word on the street is that IRCC will be sending an auditor around to check our students' binders in June. Although the new PBLA guidelines prohibit the PBLA lead from coming round and checking my students' binders, there is nothing stopping my employer from simply shifting this task to the manager, which they have done.
There are two things that happen every five to six months at the school where I teach: 1) the end of one school semester and beginning of the next, marked by progress reports and student-teacher conferences and 2) performance evaluations of teachers by their manager culminating in the completion of a performance review and manager-teacher conference.
To get ready for the first of these semiannual rituals, artifacts, however you wish to spell that word, are tallied. During the semester, I enter every assessment--skill using or real-world task--into an Excel spreadsheet along with a mark that allows me to see whether the student received a beginning, developing or achieved score, or was absent. Calling on skills I acquired over years in clerical and quasi-technical roles, I have written formulas to do the math for me. It often feels as if I am becoming as much a statistician as language teacher. Having this tracking tool makes short work of the end-of-semester progress reports that we all must prepare. Some students will have collected enough artifacts--most of them successful--to have a benchmark changed in HARTs; others will not. In any case, it is the responsibility of the teacher to have provided students with about two "assessment opportunities" per skill per month.
As for the second of these twice-yearly protocols, the one I underwent last week marked the half-way point of my employment year. It is a time to check in with my manager regarding some non-negotiable goals tied to the IRCC contract and other goals that I was allowed to choose for myself from a list of the organization's core values.
Did I file all my reports on time? Yes, every month for the past nine years, my reports have been filed within 3 days of being due, and usually early. Are they slapdash reports? No. They have been held up as exemplary to newer employees.
Am I executing PBLA as mandated? Yes, my afternoon class was administered 32 assessments, all but one of them having been concluded before the onset of Ramadan.
How am I doing on my chosen value of "innovation?" Knocking that one out of the park, I'd say. Self development? Developing others? All my ratings were either satisfactory or 'excels.'
Having brought one binder from each of my two classes to this meeting, I discovered alongside my manager that my wonderful student A, who worked for the federal government of her home country in a scientific role, had items in her "About Me" section that were not perfectly in the same order as listed on the inventory sheet. (This is the class that has been officially excused from "doing" PBLA, by the way; I have voluntarily done some PLBA with them just to keep abreast of how to do so with a higher level class should I ever need to dust off my resume and apply for LINC work elsewhere).
And so that is the goal assigned to me for the second six-month period: check every student binder, even if it means dedicating teaching assistant time to that, in order to ensure that every single paper filed in the binder is in perfect order according to the inventory sheet.
I know that this new manager is just doing her job. I know that she has already gotten an earful of how I feel about this, and I know that I've already received her pep talk about keeping it positive, especially in team meetings, more times than I can count. With a weak smile, I thank my manager for her time, sign the form, return to my classroom.
Driving home, I am already dreaming of the hours I can spend on a new project that has no connection to my next performance review. Once upon a time my passion and energy were connected to what happens in my classroom. Now there is a disconnect.
Few people seemed to understand why I posted the clip of the movie Cool Hand Luke, the scene in which he is made to dig and fill and re-dig and re-fill the same hole in the ground. The most demoralizing thing in the world is being forced to do something in which you see no value, no meaning. It's especially demeaning if you think the task you are being forced to perform is COUNTERPRODUCTIVE to your students' wellbeing.
How about you? Is your school year coming to a close or do you work through the summer months? Are you able to find meaning in your work?