Ferderer Wants the best for students

Javier C. Silva, Staffer

 

The teaching staff at Mariner High School are required to follow specific guidelines or policies. To some, these policies might seem to be “unnecessary” or “unfair” towards the students. Mariner English teacher of 18 years, Jeffery Ferderer,  explains how some of Mukilteo School District’s Policies are important to have, while others are not so important.

One of the policies that Ferderer dislikes is Policy 2080 (-Comprehensive Student Assessment System). “The policy assesses every students’ performance by giving them norm-referenced testing,” such as the Washington State Test. These tests are usually conducted to see where every student stands academically in comparison to the rest of the nation. 

Ferderer believes that “the standardized test [for example] only measures one aspect of the student, but not as a whole. Although the tests determine where a student stands with their communication, reading, and writing skills, it can’t determine what kind of work ethic they have or who they are as a person.”

Ferderer doesn’t entirely agree with Policy 2130 (-Program Evaluation) either. Policy 2130 is on the state’s desire to get every student to reach a high academic goal and to attain higher education to go into “adulthood.”

“Teachers believe in what they recognize, and that is high school is not going to be enough,” Ferderer says. He also believes students should undergo more schooling after high school and that those necessary skills will increase their success in adulthood. 

He explained that he mainly wants his students to carry their skills to whatever they want to do in the future, not just college. “My job as a teacher is to produce good citizens of the world. Ones that make good choices, serve others, consider others, and are also good voters.” 

Ferderer finds this particular policy very relevant. “It’s absolutely necessary” because we provide each student for whatever level if reading, communicating, and writing.” He also added that this system “doesn’t always get done.” He values equity more than equality. Why? He states (as an example) the tardy policy is an excellent primary example of equality. It’s a rule that applies to every student when they’re late to class. Is the rule equitable? No, but it’s fair.

Ferderer said, “If I could give my students anything, it would be confidence, because confidence isn’t something that’s given to you, it’s something gained from work and through work skills.”