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Montgomery County Public Schools (MCPS)
Reply to "What's the best way to advocate for improved English curriculum in MS and HS?"
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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I taught MS and HS English in the county for a decade. At the HS level, I had 150(+/-) students at any given time. We were expected to enter at least 2 grades into the gradebook weekly. Even a minute per assignment would take me hours beyond the duty day. For essays, I'd try to keep it to about 4 minutes per student (and no, of course every assignment wasn't an essay). Still, there is a reason why work may be returned without overly detailed notes. A very detailed scoring rubric can be helpful. None of this is best practice, though. Best practice is hard to put into place with the sheer numbers teachers are dealing with. [/quote] I appreciate your insight into this. Genuine question: why do you think teachers in the 90s able to provide more corrections and feedback? I’m pretty sure they taught at least four classes.[/quote] DP, but I can help answer this: I been teaching for 20 years. I’m responsible for approximately 3 times the amount of meetings and data collection than I used to be. My class sizes are up as well, so that means additional papers. So it starts with less time and more work. And then there’s the classroom environment. I used to get a little done during the work day. If my students were working, I could accomplish tiny tasks at my desk. Now I have to remain constantly vigilant because student behavior is often worrisome. This also means that I’m more exhausted at the end of the day, making it harder to pull the evening hours I used to pull. Frankly, it isn’t the same job. Not remotely. I used to enjoy it.[/quote]
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