The Teacher Educator's Handbook by White Elizabeth;

Author:White, Elizabeth;
Language: eng
Format: epub
Publisher: Critical Publishing

 CRITICAL QUESTIONS

 Before you read on…

»What would you advise the IBTE to do?

»Read the second part of the story and compare your solution with what happened.

PART 2

I knew immediately that this couldn’t be a reason to give an inadequate assessment, as the student is only learning. The mentor was very angry, and actually he had a point. The student had tears in his eyes. The SBTE looked at me uncomfortably and let me have the floor. I straightened my back and immediately decided to address the student on his responsibility: ‘Is this correct? Do you understand that this is very annoying for your colleagues; what happened?’ The story was right: due to a delay in traffic, the student couldn’t have got to school on time and he made the choice, while he was driving, to step down, while his colleagues and pupils were already waiting for him. And yes, he understood that it was very annoying for colleagues and he understood the anger of the mentor, but he had no idea how he could solve this now.

Honestly, me neither. Firstly, I wanted to get the atmosphere in the conversation back in the right direction as quickly as possible. I took the decision to proceed directly to the business of the assessment process, discussing the competences with the completed assessment form before us, until we were at the last standard, including teamwork. That gave some breathing space for people to calm down, I hoped. During the discussion of some of the earlier competences, something special happened. The student said that he was the football coach of a youth team. He considered his classes as his team, in which each pupil had his own role. He taught the pupils to accept each other’s roles and to work together for their learning. He didn’t have problems with behaviour management, he was popular with pupils and colleagues, and his pupils had good results. He was very consistent in his practice. His vision was that he never wanted to exclude a pupil. He didn’t do that in his football team either; every player is needed to achieve the best result. The integrity and the outspoken vision that permeated his story were disarming.

The SBTE nodded approvingly, and I saw a solution. Everyone would benefit from a quick conclusion of the conversation. I briefly summarised the issues: the unexpected and unwelcome behaviour of the student; his successes; his vision; and the irritation that he’d caused to his colleagues. I proposed, in my role as IBTE and moderator, that during the period until the summer holidays the student could participate twice more with colleagues at the school, to evidence working together with them for the competency. He would carry out a number of directed tasks in consultation with his mentor. As moderator, I would consider the recorded evidence following those activities and the conclusions of the current conversation and I would agree a final grade. Everyone took a sigh of relief and agreed. We shook hands and wished each other a good holiday.

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