[etni] Fw: re: suggested pay for log
- From: "Ask_Etni" <ask@xxxxxxxx>
- To: "ETNI" <etni@xxxxxxxxxxxxx>
- Date: Fri, 24 Jul 2009 20:53:07 +0300
----- Original Message -----
From: "sara g" <saragabai@xxxxxxxxx>
Subject: Re: suggested pay for log
sharon -
some of the things you ask about are changes that will be made in the
final program compared to what was done in the pilot.
but - of course - we don't have any official knowledge of these
changes. judy spoke about them in her presentation at ETAI - but
untill there is something official and in writing - we can't take it
as final.
(i did ask her if her powerpoint would be up on the site. she said
yes. but it's not up yet...)
judy talked about the following :
only checking 2 pieces for every piece - the final assessment and one
other. you are right to ask what happens with the other assignments.
also - about the log for those who do the exam - it is not clear.
in our meeting with ran erez last week, he said he told judy that she
can't say that teachers used to teach lit or should teach lit. it was
not checked - and now it is. so it has to be considered as something
that is new.
and another thought - you wrote "True, we are saved the effort of
checking 3 or 4 F unseen exams, and a few
exams in composition". but i don't think that is so, for the 5 pt
classes. we have always "taught" for F and G together. I don't think
that the fact that they will do ony G means we will have less unseens/
compositions.
shabat shalom,
sara g
Sharon wrote:
> Despite being a good half a day behind in Bagrut marking, I just had to
> write this letter - it's the only way to keep the ideas from floating
> around
> in my head!
> If the pay for the log is to be bagrut-marking pay at a rate of 5 papers
> for
> hour, that is ridiculously low. Can anyone seriously compare the effort of
> checking a log with some 4-6 pieces of work for each piece taught -
> meaning
> some 40 to 60 items - to checking one essay and one unseen?
> Mitzi mentions that it's not that much work to check the final log if you
> check the pieces as you go. However, I think that the pay should relate to
> the TOTAL amount of effort put in by the teacher - not how much time is
> spent going over the "final" log. (I must admit I didn't understand what
> Mitzi wrote about only checking 2 items per lit piece. If that is the
> case,
> what happens to all the other items that the students submitted? Are they
> ignored? Are they assessed on their own but not counted as part of the log
> grade? If they don't count as part of the final log grade, what motivates
> the student to do them? Or do we just check selectively and ignore some of
> their work?)
> True, are saved th we e effort of checking 3 or 4 F unseen exams, and a
> few
> exams in composition (and I also check some compositions given for
> homework,
> but I don't grade them, which saves a lot of time.) It's also true that we
> are currently evaluating literature, but most of us are probably using
> assessment tools which are far less time consuming than logs. For example,
> I
> sometimes give a grade based on participation in class of I include 2 or 3
> poems in one exam. Moreover, exams always save the teacher effort because
> you can be selective; since the students don't know what you will ask in
> advance, they have to be prepared, but you don't have to ask more than a
> few
> questions. The exam can be constructed in a way that makes it easy to
> check,
> etc.
> However, all of the above is not the MAIN point I want to make. The MAIN
> point I want to make (the following Caps are for emphasis - I am not
> shouting...) is THAT WE SHOULD NOT BE COMPARING THE EFFORT DEMANDED BY THE
> NEW LIT PROGRAM TO OUR OWN EFFORTS IN THE PAST - WE SHOULD BE COMPARING
> THE
> EFFORT DEMANDED TO THAT OF OTHER HIGH SCHOOL TEACHERS!! IN THE PAST, WE
> ALSO
> SUFFERED FROM A WORKLOAD HEAVIER THAN THAT OF OTHER TEACHERS.
> Let me elaborate. Why shouldn't we compare ourselves to Math teachers. We
> both have the same modular system - and the same g'mulim. However, Math
> teachers are not required to do any alternative assessment - they do not
> have a "shadow" program with demands that must be met and put into the
> school grade although they do not appear on the exam. They simply have to
> teach and to test the students with bagrut type exams.
> This is basically true of our colleagues in all other subjects. They give
> grades based almost exclusively on exams. (If they are very conscientious,
> they might on rare occasions collect homework to check.) The first group
> of
> teachers who are now joining us and are now required to do alternative
> assessment are the Civics teachers. They will receive for their effort 0.4
> hours a week for working on their projects AND bagrut pay for checking the
> project at the rate of TWO papers per hour - (not FIVE!) I don't know what
> the scope of their project is. Is it that much greater than the effort
> required of us for our projects? For our logs?
> I'd also like to point out that I'm confused as to the role of the log for
> those who choose the exam option. Judy made it clear that the teaching is
> to
> be the same, whether we do the log or the exam. That made me think that
> even
> those who do the exam must do the log - or at least a number of its
> elements. That would lead me to understand that the school grade for those
> who choose the exam option shouldn't be based only on mock exams but on
> ongoing work that the students have done. (If we don't count what the kids
> do all along and base ourselves only on mock exams, the students will have
> no reason to do the tasks we demand.) And yet my racezet asked and was
> told
> that if we do the test, we do not have to do the log. So I'm quite
> confused.
> Naturally, if we do have to do alternative assessment as we go along
> (which
> would seem to be the case if we are supposed to be teaching the material
> the
> same way), then once again, we are being asked to do work which other
> teachers don't have to do.
> I also think that it is not only the assessment that needs to be taken
> into
> account. The effort required in terms of planning and preparation should
> also be taken into account. The new program is far more demanding in that
> area as well.
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