They simply looked at teaching as a job, and chafed at the requirements for them to continue their education and continually stay on top of their own mastery of their core subjects. I knew one prospective teacher who was considering education as a major simply because of the holiday breaks and "three months off every summer." Unfortunately, there are teachers like this in about every educational system in the country, and they reflect badly on the rest, who are professional, caring, and highly qualified.
Teacher and school district accountability is important, even critical in many areas. However, teachers are not simply evaluated on paper, and in this legislation, there is no room for teacher contribution in the classroom. As I mentioned before, many teachers are dynamic and powerful in the classroom, and these teachers touch children's lives, no matter what the dynamics of their "mastery" of a subject is. They make learning fun and accessible, and that is the best kind of teacher for any situation.
There is no evaluation of how the teacher's really teach, only evaluation of standards met and test scores achieved. Ultimately, this may lead to less qualified teachers in the classroom. They may be highly qualified and masters of their subjects, but they may not be able to interact effectively in the classroom, and the truth is obvious. A boring, highly qualified teacher is simply not going to be as effective or as memorable as a dynamic, but perhaps less "masterful" classroom expert.
In conclusion, the No Child Left Behind Act and teacher accountability may seem good on paper, but in real life, they are...
Teacher evaluation is a controversial topic. It is often thought by the general public and even some educators that once a teacher rises to a certain level there is little incentive to alter practices based on current research or training and even more alarming the ability for an administrator to terminate a teacher's contract can be difficult. According to surveys of parents and administrators, incompetence in the teaching profession has become
Students in grades 3-8 tested annually in reading and math. Students tested in science at least once in elementary, middle and high school. NAE Progress test taken by sample of 4th and 8th graders to compare results. Academic progress. States must bring all students up to the "proficient" level on state tests by the 2013-14 school year. Teacher Qualifications. Every public school teacher must attain the "highly qualified" level in each
School Legal Entanglement Plan This Legal Entanglement Plan seeks to examine the policies, programs, strategies, and practices of a particular school with respect to its moral, legal, and ethical implications. The plan is developed based on a three-step process that will help in addressing the issue that could potentially become a liability or legal entanglement if left unaddressed. The plan will help in addressing the issue since it will be communicated
School Choice Program This study aimed to determine the impact of school choice through a comparative study of two private schools, which serve primarily, or exclusively African-American students, and a public school. Data in student achievement in math and reading and data on student attendance were used to determine the impact of choosing a school. Qualitative data derived from interviews with administrators and faculty as well as classroom observation were used to
Teacher Wars: Questions On page 32 at the end of chapter 1, Goldstein (2014) notes that both Beecher and Mann viewed morality as "the end of public education." Goldstein suggests that this view evolved into one that would later prioritize academic learning over morality, or what Goldstein calls faith. How connected would you say are faith and morality, and can morality/ethics be pursued in the public classroom in a way that is
This is through facilitating effective curriculum planning; use of substantive research-based practice in implementing adequate and aligned curriculum, and efficient coordination of the curricular. Other techniques include use of technology and promotion of creative, critical, and problem solving things. Lack of sustaining an instructional program conducive for the professional and learning development of the students might also come into play in the low confidence levels and low accountability ratings. According
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