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Evaluating Individual Teachers Won’t Solve Systemic Educational Problems
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fragmented school governance in the U.S. coupled with the lack of coherent educational infrastructure make it difficult either to broadly improve teaching and learning or to have valid knowledge of the extent of improvement.
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There are some weak individual teachers, but the chief problem has been a non-system that offers no guidance or support for strong teaching and learning, precisely because there has been no infrastructure.
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the United States lacks an instructional system that would enable valid determinations of which teachers boost students’ test scores. Another is that researchers report that that performance pay does not boost student test scores (the most recent case in point is New York City’s decision to cancel its scheme after a RAND study that found that money rewards had no effect on students’ test scores). And still another is that existing tests do not support defensible determinations of teaching quality, except perhaps at the very extremes of the distribution
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It’s true that some teachers are not responsible or determined, but dealing with that small fraction of the teaching force will do little to remedy the chief school-related causes of weak student performance—the absence of systemic clarity about what is to be taught and learned, how best to teach it, and support for teachers to learn those things—all things that well-designed infrastructure could offer.
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9 Easy Ways to Create Ideas | Psychology Today
Nine easy ways to generate a lot of ideas is to apply a checklist of nine creative-thinking principles that were first formally suggested by Alex Osborn, pioneer of brainstorming, and later arranged into the following mnemonic SCAMPER.
S = Substitute?
C = Combine?
A = Adapt?
M = Magnify? = Modify?
P = Put to other uses?
E = Eliminate?
R = Rearrange? = Reverse?
Connections
Education is a global issue … and a grassroots process.
