"We Don't Judge Teachers by Numbers Alone -- The Same Should Go for Schools
Yet we all know the downsides of the narrow focus on reading and math
scores in grades three through eight and once in high school. This
regimen puts enormous pressure on schools to ignore or exclude other
important subjects (art, music, history, even science). It penalizes
schools with an educational strategy that succeeds in the long term but
doesn't produce sky-high scores now. (I'm thinking of Waldorf schools,
for instance, such as the preschool my son attends.) And it undervalues
other important contributions that schools make, such as to students'
character development and social skills.
When it comes to evaluating teachers, there is wide agreement that we
need to look at student achievement results -- but not exclusively.
Teaching is a very human act; evaluating good teaching takes human
judgment -- and the teacher's role in the school's life, and her
students' lives, goes beyond measurable academic gains. Thus the
interest in regular observations by principals and/or master teachers.
These folks can pick up on nuances missed by the value-added data --
plus can provide actionable feedback to instructors so that they can
improve their craft. (Harrison School District Two in Colorado has one
of the best plans in this regard.)."
aqui.
Sem comentários:
Enviar um comentário