BP #7:

I loved reading this article, it made me think about the work I do through a different lens. So often we tend to go through the motions of routine, regulations and policies in youth work that we forget whats really important. That some of the most important moments aren't ones that would be reflected in traditional data. What stood out to me was the section of grading a teacher, and it made me angry. Often times we are bound to what we can do based off of departments, chairs and have our hands tied. There is only so much a teacher can do yet will get rated on it as if thats what they wanted in the first place. I think about how I am reviewed based on what I bring to the table and how our academic year turned out. Many times outside factors aren't taken into account and we are made to internalize it like we are to blame and not the system.

Working in admissions- specifically admissions that is for a special program theres a lo that is done that can't be measured. Often I find myself frustrated with the numbers and the data of my work because I don't think it accurately represents my students. They are so much more than their grades, there test scores, what their college essays say. Because of this, I tend to look at students for who they are and try to get more information out of them about who they really are. Thats what I want to know, not that they got a B in a math class that the teacher may not have taught well. I try to get to know them during recruitment season, what are their goals, their dreams, how can I support them in reaching them? What do you want to do after graduation? How can we get there? Can I connect you to academic or emotional resources at the University so that you're being supported while you're there? Thats what really matters, not the grades they received at 15 years old.