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Focusing on the end result of learning, rather than the learning and knowledge itself. Limiting students' natural curiosity and drive to learn through rigid standards and ineffective standardized testing.

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Focus on numbers and test scores over creative understanding

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-local and state testing
-Not allowing the teachers freedom for student centered instruction
- Lost instructional time for other matters that don't pertain to student achievement.

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having to face the challenge of devoting most of the instructional time on preparation for state mandated stardarized test.

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focusing too heavily on implementing curriculums and standardized testing. Teachers are also left out of the decision making process and what's best for scholars is often neglected.

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Not using the resources the schools has appropriately, over testing students with standardized tests, and asking too much of a teacher.

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requiring too many task that do not directly deal with the end goal in mind. Therefore not getting the most of instruction that is so vitally important for the students.

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-mandating local and state testing
-over testing kids
-too much instructional time lost due to other "mandates"

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Not using money creatively to enhance the STEAM PBL learning. It seems that STEAM PBL is a second thought when districts plan to allocate and spend money. We get computer but it is the worst type they doesn't support the vision stated. We by lab equipment but we only have enough to by basic items but nothing STEAM on a creative PBL level. They are limits what you can spend money on and the time frame to use and spend is not conductive to the program. Student must develop and create but we have to purchase before we see and work with students.

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Privacy and protecting children interests can sometimes fail to include the educators involved with a student. I find myself lacking information at the beginning of each that can be useful to me when confronted with student needs and interests.

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Spending too much time on state testing, meaningless benchmarks, and entirely to much constraints on teaching to a test or restrictive standard.

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Handcuffing us! I was limited to working with all students (even the in-person ones) through an online platform. I was to engage through the computer and not address students in the class face-to-face. Couldn't hold on to that concept all the time.

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limiting uninterrupted time for us to work with our peers. Teachers are naturally inventive and talented people but you can't expect quality lessons without allowing time for us to create them.

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following strict testing guidelines and standards of learning that don't encourage exploration and creativity.

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... limiting the amount of funds for teachers through resources and materials. Also by not allotting for proper planning.

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This will probably not be a popular opinion. Last year, we were benchmarking every month. Instructional time was "often" being pushed aside to take the assessments the school system mandated we take. The students were burnt out within the first two months. It seemed as if we were always benchmarking. Because of the "virtual" aspect of last year, we would have to hunt down students to complete these assessments. It took away from our learning environment. There has to be a limit.

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trying too hard to compare all the students to each other. The progress has to be monitored, but forcing tests and specific concepts to learn is not organic and doesn't help foster "teachable moments", which are really important.

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Marva Malone        I'm thinking by imposing or creating curriculums with out educator input. Also, having them teach to the test and strictly sticking to the standards. 

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Marva Malone        I'm thinking by imposing or creating curriculums with out educator input. Also, having them teach to the test and strictly sticking to the standards. 

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A big one I have heard time and time again from administrators and other educators is "teach to the test." While I understand the logic behind this, it definitely can have a negative impact when it comes to educators implementing engaging, hands on learning experiences/journeys for their students. It is difficult to loosen the reins too much and allow students to guide their own learning when you are expected to "teach to the test."