"As a New York City public school student, I am glad to see state
organizations and policymakers cooperating to develop an effective
teacher evaluation system. Ever since attending a teacher-led
conversation with Deputy Secretary for Education David Wakelyn,
organized by Educators 4 Excellence, I have been anxiously awaiting an
agreement regarding teacher evaluations. The public school system cannot
handle any more stress -- budget cuts have been detrimental, forcing
program cuts, staff cuts, and more. New York State needs effective
teachers to teach the future generations -- and an effective system to
support teachers. Education is a field where no corners can be cut.
As I sat in the audience at the teacher-led conversation, alongside many teachers, I could not help but think about student evaluation systems. I thought back to the beginning of each academic year, when I received a syllabus for each class. Each teacher clearly explains what is expected of students, and how they will be evaluated. Strong rubrics are diverse; evaluating students in multiple areas, such as homework, exams, and participation. At the end of a marking period, a student's grade reflects his or her performance in multiple areas. Receiving a poor grade isn't a crime; it is a sign that the student must take certain steps to perform more effectively. A support system should be in place, such as extra help sessions or available meetings with a teacher. Just as students are generally evaluated in a productive manner, teachers must be evaluated with a system that is constructive rather than punitive."
As I sat in the audience at the teacher-led conversation, alongside many teachers, I could not help but think about student evaluation systems. I thought back to the beginning of each academic year, when I received a syllabus for each class. Each teacher clearly explains what is expected of students, and how they will be evaluated. Strong rubrics are diverse; evaluating students in multiple areas, such as homework, exams, and participation. At the end of a marking period, a student's grade reflects his or her performance in multiple areas. Receiving a poor grade isn't a crime; it is a sign that the student must take certain steps to perform more effectively. A support system should be in place, such as extra help sessions or available meetings with a teacher. Just as students are generally evaluated in a productive manner, teachers must be evaluated with a system that is constructive rather than punitive."
aqui.
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