As facilitators and client managers here at Crescendo Education Group, we have met with a wide and diverse breadth of school leaders nationwide from a variety of institutions–rural, suburban, urban, small schools, large schools, public schools, independent schools, elementary, secondary, and college. And everyone we talk to has multiple factors they must constantly juggle and consider: What are our priorities, and how does equitable grading align with them? What impact will this sort of work have on students? How will equitable grading change teaching? How will we fund and support this?
But there is one singular question that rises to the top, no matter the community:
How do we get equitable grading buy-in from teachers?
After reflecting on the myriad conversations we have had with educators, here are five key tips for leaders, not only to gain teachers’ support for equitable grading practices as a central part of their work but also to develop a clearer ethos, lens, and understanding of equitable grading as leaders.
Tip #1: Successful leaders believe in this work AND grow in their own understanding of equitable grading.
When we say “believe,” we don’t mean, “This sounds like a good idea.” Leaders have to be certain of–and willing to confront–the harm that traditional grading has done. This means being ready for pushback from teachers, being present at events that support or move this work, and designing spaces and supports for teachers to gather and grapple with the work of equitable grading. A leader’s belief in this work is further demonstrated through self-checks: What do I as a leader not know or understand about best practices in grading? What’s my plan for empowering teachers in this work? How do I feel about pushback from the naysayers? Leaders are most responsible for the structures and systems in their schools and classrooms, and have to be willing to examine decades-old ways and engage in new learning.
Tip #2: Successful leaders listen to teachers.
This means continuous, ears-to-the-ground inclusion of teachers’ voices, not only to hear what is happening in their classrooms but also so that teachers can regularly inform decision-making. A part of Crescendo’s work when we engage in a yearlong System Change Partnership (SCP) with a school/district is having school leaders conduct listening tours, during which they engage with key stakeholders in their communities and gather data about grading policies–their efficacy and their pitfalls. An additional piece of listening to teachers: leaning on the early adopters of equitable grading work to be the core folks who move this work forward. Of course, we would love for everyone to be on board at the outset, but, perhaps to start, leaders can focus on those who are willing to take the initial step. The teachers who are willing to take the first risk might be the most successful at sharing the benefits of equitable grading practices with others.
Tip #3: Successful leaders have a clear and consistent vision for this work that is communicated to teachers.
A leader’s vision for their schools or district often has many elements. Inevitably, teachers will ask, “How is equitable grading part of a bigger plan?” Delving into equitable grading practices is more meaningful and sustainable when it’s part of a larger vision. Examining and improving grading are levers for wider instructional improvements in assessment, instruction, coherence, mental health, and family engagement. Whatever the vision, an equally important question to answer is, “How are leaders communicating that vision–at all points, from iteration to implementation–to teachers and other constituents?” Intentional transparency around a clear vision helps to build trust and engage educators to work together.
Tip #4: Successful leaders provide grading education to their teachers.
Most classroom teachers have never had exposure to grading research or methodology in their coursework to become teachers, so they are doing the best they can with what they’ve got. Teachers do not simply hate equitable grading for contrarians’ sake; they may fear, based on their own sense-making of traditional grading and their own experiences, that different ways of grading will harm students. Without the foundational education about the harmfulness of our traditional, inherited grading system, teachers won’t understand the need for a shift. The harms of traditional grading are unambiguous from the data, explained in Joe Feldman’s recent whitepaper “Can We Trust the Transcript.” Leaders have to understand where teachers’ grading misconceptions might be, then fill in those gaps by exposing teachers to new knowledge, which in turn gives teachers the power to make more informed decisions.
Tip #5: Successful leaders give teachers agency (and honor their time).
Teachers need the space to experiment with grading practices and be supported by school leaders as they try to figure out the equitable grading practices that most benefit their particular work. This is one of the reasons that Crescendo Education Group’s SCPs are structured the way that they are. Over the course of a school year, teachers are able to try out different grading practices with the individualized support of a Crescendo grading coach alongside a series of workshops to share the results of those practices with their colleagues. This allows teachers to deep dive into practices that speak to them and their content needs, look at their data, and alter their practices accordingly, all while building a body of evidence and experiences for their classroom, school, and district context.
Time is a finite resource, and this all takes an enormous amount of time: time for workshops or discussions, time to meet with a coach, time to evaluate gradebooks, time to prepare new grading implementation, time to grade, time to read and reflect and plan all on top of teachers’ regular duties as part of a school community. As a leader, ask yourself, “What are some ways that we can honor educators showing up and taking these risks? What are some ways to show appreciation for their time, energy, and transformation?” Successful leaders tangibly demonstrate appreciation in various ways to clearly convey respect both for teachers and for the work itself.
If you are a leader, you might be thinking, “But how? I need more guidance!” We have a solution for that: The Second Annual Equitable Grading Study Tour! A two-day experience in the Bay Area, California, the Study Tour provides an opportunity for school and district leaders to talk to each other about the complex change process and sustainability of equitable grading. You’ll engage with school leaders from around the country as well as get tailored support from Crescendo Education Group to address the specific challenges and resources of your context. The event is capped at 60 participants in order to ensure high-quality learning experiences and authentic engagement, but there’s still room! If you are intrigued, please take a moment to fill out our contact form here.
We know that leaders are one of the key foundational points in advancing equitable grading work. We would love to support you!
