Dear Parents,
I have been an educator for 11 years – 9 years as a classroom teacher, 1 year as an interventionist, and an instructional coach this year. In the last 11 years, I have had many conversations regarding students’ progress, with colleagues as we determine the next instructional steps to take with a particular student and with parents explaining a child’s report card or progress. There is one thing that is glaringly clear – the grading system we use in elementary school is seriously outdated.
There. I said it.
I understand that the letter system is something that parents can wrap their heads around, but it is not always aligned with how students are progressing toward mastering a standard. Learning is not always linear, and it may take several attempts to master a new skill. This is normal. The first attempt at learning does not always produce something worthy of an “A”; that is the point of academic feedback. Students receive feedback on their performance and with the support of a teacher, make adjustments when executing a task again to improve their performance.
The purpose of testing is not to determine the grade that a child earns; it is to determine the next instructional steps the teacher needs to make. Is it appropriate to move on to the next topic of study because the class understands? Do some students need small group instruction to clear up a misconception? Does the whole class need to receive instruction on the same skill with a different strategy because there were many students who did not understand? These are some of the questions that go through a teacher’s head when analyzing data from an assessment; the letter grade is the last thing considered.
Below I have included some guiding questions might use when discussing your child’s grades or report card with a teacher:
1. What are some strategies you have noticed that my child is able to use successfully? (Remember these – you will want to use them when your child is completing homework.)
2. Are there any common errors my child frequently makes? (Remember these, too – you will want to intervene when you see your child make the same error on a problem at home.)
3. Is my child able to show mastery of these standards independently? With help from a teacher? A peer?
4. How does my child respond to academic feedback?
5. Are there any trends you notice in my child’s work habits?
One of these days, the grading system will catch up to the research-based best instructional practices. Until then, I hope these guiding questions are useful when discussing your child’s progress with their teacher.
Sincerely,
Teachers Everywhere
Caitlin Gawlowski
Caitlin was born to be a teacher, although she did not realize that teaching was her calling until she went to college. She has always loved to write, and began college with the mindset of becoming a journalist. Before beginning her freshman year of college, she changed my major to Elementary Education on a whim and has never looked back. She graduated Summa Cum Laude with a Bachelor's degree in Elementary Education from Arizona State University, and won the Outstanding Student Teacher Award during her student teaching experience in the Cave Creek Unified School District. Caitlin spent 9 years in the classroom teaching 1st, 2nd, and 3rd grade. She became a National Board Certified Teacher in 2018, and holds a certificate in Early and Middle Childhood Literacy: Reading/Language Arts. The 2021-2022 school year marks the beginning of her 10th year teaching, where she will be working as an Academic Interventionist, and supporting other National Board candidates on their journey toward National Board certification. If she is lucky enough to have free time, you can find her traveling Arizona with her husband and son, spending time with her friends and family, taking group fitness classes, or enjoying a good book.