Benchmarks, ungraded.

[learnteach]

Students are taking benchmarks today.  I don't know why we bother; the teachers have given up respecting the benchmarks (they don't sync with the teaching guides if you have them, so in most cases the tests are worthless.)   Last year I fought the battle all year, finding problems in the tests, commenting on them, etc.   This year, the person in charge of them is new and hasn't fixed any of the problems (the last guy just ran from the job.   Did great meeting (not, but thought he did) but not at all good on delivery.)

Type your cut contents here.

WHY am I wasting my time?  The students know the test doesn't count, and the ones who are having a hard time caring just bubble it in and hand it up.  This is supposed to prepare for the NCLB testing at the end of the year, but it's truly bad practice.   The students just learn again that authority doesn't have a clue, and I'm left babysitting the remainders.  

Doesn't help that I came in to do Physics, but the security guard switched classes around on me because the other sub is known to be weak and the physics classes better behaved.   Oh wonderful.


Why am I wasting my time?

Comments

Re: hehehehe.

[(Anonymous)]

Lots of us who might have taught didn't go into it because the jobs were scarce or in places we didn't want to be. No matter how great the entry level salaries were, I didn't want to teach in the LA Unified District straight out of undergrad, on an emergency credential. After I finished my Masters, there wasn't much of a market for my sort of expertise (music programs were being cut, and I would have had to spend at least another year, probably two, to get my secondary credential), and so I kept working the food service and secretary angle... I've never worked in my degree field. *LOL*

It's sad, so many people I know who might have gone into teaching then just ditched it and did something else, because we could see where things were headed...