Five beginning teachers' reflections on enacting New Zealand's national standards. (February 2016)

• Record Type: Journal Article
• Authors: Smith, Lee A.; Anderson, Vivienne; Blanch, Keely
• Is Part Of: Teaching and teacher education. Volume 54(2016)
• Page Start: 107
• Page End: 116
• Publication Date: 2016-02
• Subjects: Beginning teachers -- National standards -- Standards-based assessment -- New Zealand; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2015.11.014
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This paper draws on interviews with five beginning teachers, who were part of a larger qualitative study, to consider the implications of national standards for teachers, parents and students in New Zealand. Twice a year, New Zealand primary and intermediate (Year 1–8) schools must report on students' learning against national standards in reading, writing and mathematics, positioning students as 'above', 'at', 'below' or 'well below' the relevant standard. The teachers in our study described enacting the standards as a key challenge and/or an area where they needed professional development, noting a tension between accountability and care imperatives. Highlights: National standards reporting is a challenge for New Zealand beginning teachers. Beginning teachers identify both risks and benefits of National Standards. National standards reporting fails to recognise individual progress and strengths. National standards reporting can foster discussion about students' learning needs. National standards reporting can be seen as a threat to student wellbeing.