GRADING OF TEACHERS.

Otago Witness, Issue 3871, 22 May 1928, Page 69

GRADING OF TEACHERS.

DISSATISFACTION IN OTAGO.

VIEWS OF EDUCATIONAL

INSTITUTE.

At the annual meeting of the Otago branch of the New Zealand Educational Institute on Thursday the present system of grading teachers was discussed at length. Most of the speakers argued that the scheme contained many anomalies, and that revision v.as urgently required in the interests of the teaching profession as a whole.

The subject was introduced by Mr Forsyth, who moved as follows:—“ That in consideration: (a) of the length of time the present grading scheme has been in operation ; (b) of the number of anomalies therein, and (c) of the increasing dissatisfaction and discontent the scheme is causing in the profession as a whole, the Education Department be asked to review the scheme with a view to formulating a grading scheme which will meet with more general approval.”

Mr Forsyth said he was moving the motion at the request of the Assistant Masters’ Association. The question of grading had been discussed for a long time without any finality being reached. The speaker said the de-grading of teachers by the inspectors was an absolute disgrace to the profession. Those who had good averages this year had a feeling that they had climbed up at the expense of others. He felt that the Appeal Court was rapidly losing its usefulness. Year by year the reports were more toned in with the grading one got, making an appeal very difficult. Lie felt that the remedy was a remodelling of the scheme. He took it that the onus of framing a scheme was on the department. The present scheme was an impossible one. The scheme-had been in operation for twelve years, which represented a very inconsiderable period of a teacher’s lifetime. They were all aware of the number of anomalies. The present scheme was undoubtedly causing stagnation. They all knew how many teachers were “ hitting the roof.” and they all knew how difficult it was for the teachers to obtain redress. The effect of the grading scheme was probably worse on the teachers than was the effect of teachers touting to school committees, a*= happened at one time. There was no doubt that the scheme was productive of a feeling of enmity and for more insidious evils than that, including the evil of “ bluff.” The principal of a training college found it difficult to grade his students, who wore under his eye all the time whereas an inspector saw a teacher and his class for only one half-hour per year. The scheme led to what might be called “pirating.” The value of new ideas was being absolutely wasted. He recognised that the inspectors had a difficult task, but he considered that the present grading scheme was far from fair. The motion was seconded by Mr A. Davidson, who raided a laugh by stating that the teachers to-day were in the same position as the hens at an egg-laying competition. Teachers should not work for marks, but for the love of their profession. If they wished to raise the profession to what it should be they must have another system of grading. Mr A. Hanna supported the motion, and said there was a growing spirit of distrust against the other fellow and of jealousy, which had the effect of making a teacher think more of himself. He did not think anything was more calculated to take a teacher's mind off his work than the present grading scheme. Mr Watts also supported the motion, stating that the grading scheme had produced certain disadvantages that if they could be removed it would be worth while. Mr Ironside said that if it was true that the grading system could be blamed for the evils that existed it was a very serious matter for the profession. Had the motion any strength behind it if it failed to lay his finger on the weakness in the system? He did not think it would have the effect of disclosing the weakness. If the inspectors were out principally to grade teachers. and teachers were out chiefly to be graded, then God help the youngsters and the country.

Mr A. Thomson expressed the opinion that grading officers were asked to do the impossible. It was impossible to grade thousands of teachers into their relative positions with only 150 marks to work upon. Another weakness in the scheme was that it was possible for any teacher to be de-graded. That might be remedied if the scheme were reviewed. Dc-grad-ing had the awful effect of punishing a teacher annually for life, and when it cut down his superannuation it was a blot that wanted blotting out. A teacher might suffer in the matter of grading as a result of a change of inspectors. The speaker proceeded to refer to other anomalies in the system, and contended that the provincial averages did not act Fairly.

Mr Wilson said he did not think that any teacher in New Zealand would like to revert to the system which prevailed before grading was adopted, but there were some respects in which the present scheme needed overhuling. One thing that should be remedied was the tremendous amount of shifting that went on in New Zealand to-day. How was it possible to build up traditions in connection ■with the schools so long as the teachers were floating in and out as they were at present. What more could a person do iu one place than in another? There

was something wrong with the quota system, which was one of the things that would be remedied when revision took place. One of the greatest faults of the grading system was that it was materialising the teachers," and was leading to unrest and discontent. It was also having a bad effect on the inspectors, whose reports now were not half co valuable as they were formerly. The time had undoubtedly come for revision and overhaul.

Mr T. R. Coutts said he could not support the motion, which, as it stood, could not do any good. The present scheme was the best the department could offer, although it was not the system that was introduced, and unless something could be offered as a substitute it was useless to send the motion on.

Mr W. F. Abel said he hesitated much about supporting the motion, as he regarded it as too drastic. The present scheme was infinitely better than anything they had had previously, and he thought they should stick to it until they could got something better. Mr Forsyth pointed out that all they wanted was a revision that would make the system satisfactory to the teachers. If teachers were not satisfied with the present scheme they should support (Tie motion.

The motion was carried, with one dissentient.