Cleveland High School

Members of the Cleveland High School forensic team are seen enjoying a humorous monologue by one of their fellow students. (Los Angeles Times)

By Coleen Bondy

January 29, 2012

For the first time this year, LAUSD has prepared reports for teachers that rate their effectiveness. When I received an email saying I could now view my own personal "Average Growth over Time" report, I opened it with a combination of trepidation, resignation and indignation.

First, the indignation. It is, I think, the key factor that has kept me teaching past the five-year mark, when most new teachers quit the profession. I am in my sixth year of teaching after a nearly 20-year career as a professional writer. I know that I am smart, hardworking and competent, and despite the many frustrations of teaching in the Los Angeles Unified School District, I have refused to throw in the towel — as so many do.

Indignation is also what fueled my reaction when I saw the rating the school district sent. It showed me to be on the low side of average for high school English teachers in the district.

I teach 10th-grade English and journalism. My "10th grade" English classes are actually made up of