Educator Impact Study
An independent exploration into the impact of educators, and how we might evolve the practice.
HOW CAN EDUCATORS BE MEANINGFULLY IMPACTFUL?
I am dissatisfied with the state of education.
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In my experience as an educator in Canada, particularly within the province of Newfoundland and Labrador, I see much room for improvement. That being said, I am confident that the critiques I have noticed can be applied more generally to the state of education in all of Canada, and quite possibly many other places in the world.
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As such, I have decided to culminate some of my thoughts into a collection of short articles. Some of these have been meticulously revised and edited, others have been loosely formed through a stream of consciousness. If you are passionate about the state of education, I kindly invite you to peruse some of these articles, and if you so choose, open a dialogue by sending me a message/email.
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Let's talk about the state of education together, and find ways to make the profession efficiently impactful.
An analysis was conducted on educator data. Of the 127 formal educators encountered over a test subject's lifetime, those educators were categorized based on the impact they yielded on the student's life and career. It was determined that 14% of educators encountered (18 total) had a formative impact on the student, 28% of educators encountered (35 total) had a positive impact on the student, 9% of educators encountered (12 total) had a neutral impact on the student, 13% of educators encountered (16 total) had a negative impact on the student, and 36% of educators encountered (46 total) had no impact on the student.
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This data shows that approximately 1 in 9 educators had a formative impact on the student, and 3 in 9 will have a positive impact on the student.
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5/9
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... of the educators the student encountered did not meaningfully contribute to their life journey.
One take-away from this sample study, there is a huge amount of untapped potential existing in the education system. Over half of the educated, trained, professional teachers were not able to connect with this student and impact them in a meaningful way that contributed constructively to their future. While there will be inefficiencies in any system, this is simply a result that cannot sit unchallenged. These unimpactful educators simply taught to the curriculum standards - uninspired, day-after-day. This system can do better, these educators can do better.
ARTICLES
SECTION UNDER CONSTRUCTION