I was a public school teacher in a large California school district for close to 30 years. It would make finding qualified teachers … Read More It would be great if that weren't the case. I had students who were better teachers than fully credentialed teaching employees. But of what I saw, teaching credentials bore no connection with effective teaching. I didn't see that many teachers "in action" because we're all sort of self-contained islands. And, unfortunately, political dynamics seem to find a way of creeping into the evaluative process. Oftentimes it seems oranges are compared to apples, areas used to show improvement are almost unrelated, and an institutionalized pre test/post test approach is often ignored. Ascertaining an initial level of ability provides a base line to effectively measure improvement, mastery or progress. The ability, among other factors, of students must be a consideration when measuring the effectiveness of instruction, and effective administrators will include such measurements within their evaluations. However, evaluating a teacher on “outcomes” must include an analysis or understanding of student demographics. Eyes on the Early Years Newsletter ArchiveĪfter reading Mike’s comment, I agree with much of what was expressed. Local Control Funding Formula Explained.California’s Homeless Students: Undercounted, Underfunded And Growing.Full Circle: California Schools Work To Transform Discipline.Tainted Taps: Lead puts California Students at Risk.Education during Covid: California families struggle to learn.College And Covid: Freshman Year Disrupted.Adjuncts’ gig economy at CA community colleges.
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