Howard Blume
Teachers Union Challenges LA Unified's New Evaluation Process (http://www.latimes.com/news/local/la-me-utla-challenge-20110508,0,3954012.story)
LA Times
May 8th, 2011
Summary: The union is accusing the school district of violating contractual language by failing to "engage in good faith negotiation" regarding evaluation methods. They have filed a grievance with the board that oversees public employees. This is the latest development in what has become a bitterly divisive battle over teaching and testing standards in LA.
Key Points: Union attempting legal challenge to what they see as "unfair" assessment methods.
Relevance: An update on the evolving assessment situation in LA. Will have broader implications for national standards of assessment--LA Unified is one of the largest districts in the nation.
Showing posts with label Teacher Evaluation. Show all posts
Showing posts with label Teacher Evaluation. Show all posts
Monday, May 9, 2011
Saturday, April 2, 2011
Why merit pay for teachers doesn’t work
Valerie Strauss
"why merit pay for teachers doesn’t work"
Washington Post
March 30, 2011
http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch_why_merit_pay_for_teachers_doesnt_work/2011/03/29/AFn5w9yB_blog.html?wprss=rss_educationTopic: Teacher Pay/Compensation
Another article about how merit pay for teachers is bad.
Key Points: She lists a few more references to back up her claims which are useful if you want to take up her side of the argument.
OK, it’s the same thing we have already talked about. I do agree that there is a lot to be gained by synergy or collaborative efforts but, aren’t there other awards and recognition that individuals receive and compete for? Grants, etc… Why are these things not under intellectual attack as well? If the idea is to enhance teams, why not restructure bonuses so that they are tied to a whole department at a school so say, if the test scores or whatever measure you want to use are good enough, everyone on the team gets a bonus. They keep saying “data shows” that this incentive stuff doesn’t work, but a nice bonus for a job well done sounds good to me personally, especially if it were awarded not only to me but my team. Is there anyone here who doesn’t want to be paid more and have a chance at a nice bonus? Why is that so bad and who loses? If you aren’t motivated by higher pay or bonuses…then why ask for it, expect it, or complain about low pay? Everyone should be happy right? Time to shift the paradigm of the crowd.
Relevance: Teacher compensation is an interesting topic in this community because so much of the mainstream philosophy is not profit or competition oriented. Yet, I have not sat in a teacher lounge yet where the teachers were satisfied with their pay and didn’t want more.
"why merit pay for teachers doesn’t work"
Washington Post
March 30, 2011
http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch_why_merit_pay_for_teachers_doesnt_work/2011/03/29/AFn5w9yB_blog.html?wprss=rss_educationTopic: Teacher Pay/Compensation
Another article about how merit pay for teachers is bad.
Key Points: She lists a few more references to back up her claims which are useful if you want to take up her side of the argument.
OK, it’s the same thing we have already talked about. I do agree that there is a lot to be gained by synergy or collaborative efforts but, aren’t there other awards and recognition that individuals receive and compete for? Grants, etc… Why are these things not under intellectual attack as well? If the idea is to enhance teams, why not restructure bonuses so that they are tied to a whole department at a school so say, if the test scores or whatever measure you want to use are good enough, everyone on the team gets a bonus. They keep saying “data shows” that this incentive stuff doesn’t work, but a nice bonus for a job well done sounds good to me personally, especially if it were awarded not only to me but my team. Is there anyone here who doesn’t want to be paid more and have a chance at a nice bonus? Why is that so bad and who loses? If you aren’t motivated by higher pay or bonuses…then why ask for it, expect it, or complain about low pay? Everyone should be happy right? Time to shift the paradigm of the crowd.
Relevance: Teacher compensation is an interesting topic in this community because so much of the mainstream philosophy is not profit or competition oriented. Yet, I have not sat in a teacher lounge yet where the teachers were satisfied with their pay and didn’t want more.
Monday, March 28, 2011
Pay teachers more money!
"Top scoring countries hold teachers in high esteem," from the Associated Press Thursday, March 17, 2011 in the San Francisco Chronicle
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2011/03/17/MNQC1ID1OM.DTL&type=education
This is a short article that pretty much says it all: if you pay teachers more money they teach better and kids learn more. It's kind of stating the obvious, but this article points out that these seem to ring true in countries that are doing a better job of educating their children than the U.S. In an exam for 15-year-olds, the Programme for International Student Assessment found that the U.S. currently ranks 14th in reading, 17th in science and 25the in math out of 34 countries selected for review.
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2011/03/17/MNQC1ID1OM.DTL&type=education
This is a short article that pretty much says it all: if you pay teachers more money they teach better and kids learn more. It's kind of stating the obvious, but this article points out that these seem to ring true in countries that are doing a better job of educating their children than the U.S. In an exam for 15-year-olds, the Programme for International Student Assessment found that the U.S. currently ranks 14th in reading, 17th in science and 25the in math out of 34 countries selected for review.
Andreas Schleicher, the exam director, notes that while the U.S. has one of the world's most expensive school systems (in terms of dollars per student) its teachers rank as some of the most underpaid. It does not surprise me that teachers who are not given incentives (namely $) do not teach up to their potential. A report that Schleicher co-authored said the U.S. must increase teacher salary and found the following four factors critically important in student performance:
1. Teachers are drawn from a selective pool similar to other professional groups
2. Higher teacher salaries are more effective than smaller class size in determing student performance
3. Teachers are continually being trained and developing their skills
4. Instructors are held accountable for student performance, but tests are just one measure of that performance
In short, the article found that countries with high performing students, "set high requirements to become a teacher, hold those who become one in high esteem and offer the instructors plenty of support."
Monday, March 21, 2011
Fed up with the term 'status quo'
Diana Senechal
"Fed up with the term ‘status quo’"
Washington Post
March 16, 2011
http://www.washingtonpost.com/blogs/answer-sheet/post/fed_up_with_the_term_status_quo/2011/03/15/ABIaf2a_blog.html?wprss=rss_educationSummary:
Topic: An interesting discussion concerning change.
This is an interesting discussion about how one side of an argument can be marginalized through the use of one term, “status quo”. The world seems to be simplistically broken down into two groups, those who want things to remain as they are and those who want change.
Key Points: Marginalizing one side of an argument with the clever use of a term, stereotype or oversimplification is a very effective tactic politically or in a debate contest. If the point is to really improve things, then an open an honest discussion between all points of view must be made. Naïve…I know.
Sadly, the point rarely seems to be about actually improving education and instead, seems to be more about who holds the political power and controls the money. Perhaps, as Gatto seems to be saying, the answer to this cancer actually is to scrap the system and start over anew.
Relevance: The debate about the future of education, public education in this case, is raging on. Trying to understand the motives behind all the sides of the debate will be key as we move ahead.
"Fed up with the term ‘status quo’"
Washington Post
March 16, 2011
http://www.washingtonpost.com/blogs/answer-sheet/post/fed_up_with_the_term_status_quo/2011/03/15/ABIaf2a_blog.html?wprss=rss_educationSummary:
Topic: An interesting discussion concerning change.
This is an interesting discussion about how one side of an argument can be marginalized through the use of one term, “status quo”. The world seems to be simplistically broken down into two groups, those who want things to remain as they are and those who want change.
Key Points: Marginalizing one side of an argument with the clever use of a term, stereotype or oversimplification is a very effective tactic politically or in a debate contest. If the point is to really improve things, then an open an honest discussion between all points of view must be made. Naïve…I know.
Sadly, the point rarely seems to be about actually improving education and instead, seems to be more about who holds the political power and controls the money. Perhaps, as Gatto seems to be saying, the answer to this cancer actually is to scrap the system and start over anew.
Relevance: The debate about the future of education, public education in this case, is raging on. Trying to understand the motives behind all the sides of the debate will be key as we move ahead.
The myth of the super teacher
Diana Senechal
"The myth of the super teacher"
Washington Post
March 15, 2011
http://www.washingtonpost.com/blogs/answer-sheet/post/the_myth_of_the_superteacher/2011/03/14/ABfRM4V_blog.html?wprss=rss_education
Topic: “Super teachers”.
This is a discussion about a program where teachers were given greater incentives to be extraordinary teachers. In this case, a salary of $125,000.
Key Points: The results reported here were somewhat negative however, I wondered why better teachers would not be attracted by better pay. If we capped baseball player salaries at some arbitrary level, say, $40K per year, would the level of competition remain the same? If you want to consistently be in the hunt for the world series, you will have to be able to pay for the New York Yankees. Why would that not be true for a school trying to put together the best team of teachers?
Relevance: Improving education and how to do that is a topic that will continue to be debated.
"The myth of the super teacher"
Washington Post
March 15, 2011
http://www.washingtonpost.com/blogs/answer-sheet/post/the_myth_of_the_superteacher/2011/03/14/ABfRM4V_blog.html?wprss=rss_education
Topic: “Super teachers”.
This is a discussion about a program where teachers were given greater incentives to be extraordinary teachers. In this case, a salary of $125,000.
Key Points: The results reported here were somewhat negative however, I wondered why better teachers would not be attracted by better pay. If we capped baseball player salaries at some arbitrary level, say, $40K per year, would the level of competition remain the same? If you want to consistently be in the hunt for the world series, you will have to be able to pay for the New York Yankees. Why would that not be true for a school trying to put together the best team of teachers?
Relevance: Improving education and how to do that is a topic that will continue to be debated.
Ironic Extremes: Lauding and Bashing Teachers
Valerie Strauss
"Ironic Extremes: Lauding and bashing teachers"Washington Post
March 17, 2011
http://www.washingtonpost.com/blogs/answer-sheet/post/ironic_extremes_lauding_and_bashing_teachers/2011/03/17/ABlCnql_blog.html?wprss=rss_education
Topic: Teacher Motivation
More on the issue of judging and measuring what makes a quality teacher.
Key Points: This article does make a good point. As a pilot, I never had someone who was not a pilot, judge my performance. I never had someone who was not a pilot determine what my syllabus would be during flight training. Everyone is good at being a 20/20 hindsight armchair quarterback, but no one wants an armchair quarterback actually making the play calls. On the other hand, if your aircraft does not adhere to the flight plan or the football team consistently loses, well, don’t expect to be sticking with that career for too long.
I don’t mind being held to a set professional standard but, that standard must be set by someone who understands and has experience in the educational profession. And if the outsiders do not trust the professionals, well, then find someone you do…and then trust them.
I am still trying to understand the actual role and priorities of the teacher’s unions too. I hear loud and clear what they say but... I am posting this political satire video here to show some of the frustration that I have already witnessed from parents, teachers and tax payers. The video would be funny if it was not eerily similar to a conversation I overheard recently while eating lunch in an undisclosed teacher’s lounge.
http://www.youtube.com/watch?v=5kxc6kzH-uI
Relevance: This article highlights the challenge of this profession and I can see why some folks question sticking with it or even entering into it.
"Ironic Extremes: Lauding and bashing teachers"Washington Post
March 17, 2011
http://www.washingtonpost.com/blogs/answer-sheet/post/ironic_extremes_lauding_and_bashing_teachers/2011/03/17/ABlCnql_blog.html?wprss=rss_education
Topic: Teacher Motivation
More on the issue of judging and measuring what makes a quality teacher.
Key Points: This article does make a good point. As a pilot, I never had someone who was not a pilot, judge my performance. I never had someone who was not a pilot determine what my syllabus would be during flight training. Everyone is good at being a 20/20 hindsight armchair quarterback, but no one wants an armchair quarterback actually making the play calls. On the other hand, if your aircraft does not adhere to the flight plan or the football team consistently loses, well, don’t expect to be sticking with that career for too long.
I don’t mind being held to a set professional standard but, that standard must be set by someone who understands and has experience in the educational profession. And if the outsiders do not trust the professionals, well, then find someone you do…and then trust them.
I am still trying to understand the actual role and priorities of the teacher’s unions too. I hear loud and clear what they say but... I am posting this political satire video here to show some of the frustration that I have already witnessed from parents, teachers and tax payers. The video would be funny if it was not eerily similar to a conversation I overheard recently while eating lunch in an undisclosed teacher’s lounge.
http://www.youtube.com/watch?v=5kxc6kzH-uI
Relevance: This article highlights the challenge of this profession and I can see why some folks question sticking with it or even entering into it.
Wednesday, March 9, 2011
In Florida, Push to Link Teacher Pay to Student Performance
LIZETTE ALVAREZ
March 8, 2011
In Florida, Push to Link Teacher Pay to Student Performance
http://www.nytimes.com/2011/03/09/education/09florida.html?ref=education
New York Times
Summary: The Florida Legislature quickly set its sights on measures that would link the pay of new teachers to student performance and allow school boards to fire teachers more easily for mediocre results.
The far-reaching bills in the House and Senate would shake up a system of pay and tenure in Florida that has existed for decades and would position Florida as a leader among those states taking on teachers’ unions. Supporters say it will make it easier to reward and promote the state’s best teachers, not by their longevity, but by their work in the classroom. This, they say, will ensure that the lowest-performing schools can lure more effective teachers.
Intended Audience: General Public
Key Points: 1) Contrary to education experts who blame poverty for low performance, this bill places the sole measure of performance on teachers.
2) New teachers will be subject to one year contracts. They will also be eligible for merit pay increases.
Relevance: Why am I doing this again?
March 8, 2011
In Florida, Push to Link Teacher Pay to Student Performance
http://www.nytimes.com/2011/03/09/education/09florida.html?ref=education
New York Times
Summary: The Florida Legislature quickly set its sights on measures that would link the pay of new teachers to student performance and allow school boards to fire teachers more easily for mediocre results.
The far-reaching bills in the House and Senate would shake up a system of pay and tenure in Florida that has existed for decades and would position Florida as a leader among those states taking on teachers’ unions. Supporters say it will make it easier to reward and promote the state’s best teachers, not by their longevity, but by their work in the classroom. This, they say, will ensure that the lowest-performing schools can lure more effective teachers.
Intended Audience: General Public
Key Points: 1) Contrary to education experts who blame poverty for low performance, this bill places the sole measure of performance on teachers.
2) New teachers will be subject to one year contracts. They will also be eligible for merit pay increases.
Relevance: Why am I doing this again?
Tuesday, March 8, 2011
Midwest union battles highlight debate over improving schools
Washington Post
March 3, 2011
http://www.washingtonpost.com/wp-dyn/content/article/2011/03/02/AR2011030203014.html?wprss=rss_education
Topic: Improving education
The article is about the battle going on in Wisconsin which is basically between Unions/Democrats and Republicans leaving teachers seemingly in the crossfire. The article describes the positions of both sides in that situation.
Key Points: Measuring a teacher’s effectiveness based only on test scores is problematic. Although I agree some form of standardized testing is appropriate to assess student progress, using this information to compare teachers doesn’t tell the whole story.
On the other hand, it would be nice to put the power to hire and fire teachers squarely in the hands of the school principals. Ineffective teachers should not be allowed to hide behind a union or tenure rules.
The argument which funnels more money to private schools via vouchers or some form of allowing students to choose their school seems valid too. If you don’t like the product of your local school, you should be allowed to take your business elsewhere. In the long run, it seems competition would lead to efficient administration and premiums paid for effective teachers.
Posted By Doug K
March 3, 2011
http://www.washingtonpost.com/wp-dyn/content/article/2011/03/02/AR2011030203014.html?wprss=rss_education
Topic: Improving education
The article is about the battle going on in Wisconsin which is basically between Unions/Democrats and Republicans leaving teachers seemingly in the crossfire. The article describes the positions of both sides in that situation.
Key Points: Measuring a teacher’s effectiveness based only on test scores is problematic. Although I agree some form of standardized testing is appropriate to assess student progress, using this information to compare teachers doesn’t tell the whole story.
On the other hand, it would be nice to put the power to hire and fire teachers squarely in the hands of the school principals. Ineffective teachers should not be allowed to hide behind a union or tenure rules.
The argument which funnels more money to private schools via vouchers or some form of allowing students to choose their school seems valid too. If you don’t like the product of your local school, you should be allowed to take your business elsewhere. In the long run, it seems competition would lead to efficient administration and premiums paid for effective teachers.
Posted By Doug K
Monday, March 7, 2011
NY Teacher Evaluation Legislation
“Cuomo Seeks Speedy Change in Teacher Evaluations” by Thomas Kaplan
New York Times, March 1, 2011
Topic: Cuomo’s bill seeks to put legislation into place that will create an evaluation system to help determine who should be laid off with budget cuts.
Summary: A bill in NY would create new standards for teacher evaluation. Governor Cuomo wants to “move beyond the so-called last in, first out system of relying exclusively on seniority”.
Intended audience: Teachers, general public
Key Points:
- Senate passed legislation that reverses a rule protecting “long-serving” NYC teachers from layoffs.
- New standards have been developed with support from teachers’ unions.
- Budget cuts may force lay-offs of 4600 teachers in NYC. Applying new standards can help decide who to lay-off.
- The bill may or may not make it past the Senate… wait and see.
Relevance: Teacher evaluation is a hot topic in our “cloud”. It’s something that is concerning – how can evaluation be objective, who does the evaluation, and how do you really know what the results mean? Also, why should teachers that have been around for decades be retained while excellent young teachers are being let go?
Saturday, February 26, 2011
Conflict Between Budgets and Standardized Testing (Jeff, Topic Nine)
Jason Song
State Education Officials Decry Funding Veto (http://latimesblogs.latimes.com/lanow/2010/10/state-education-officials-decry-veto-of-funding-.html)
L.A. Times
October 28, 2010
Summary: The Governator vetoed approximately $7 million that was supposed to go to a "student data tracking system" called CALPADS. Opponents of the veto claim that it could hurt California's ability to comply with federal regulations and create difficulties implementing the fan favorite value-added analysis at a state-wide level.
Intended Audience: General Public
Key Points: 1) The Governor vetoed a large sum of money intended to go toward the creation of an objective system of student assessment; 2) There is some debate over the proper way assess both students and teachers.
Relevance: Funding is a huge issue right now and so is teacher and student assessment. This article serves as an example of how the two interests can conflict with one another. Implementing systems of data tracking of student scores costs money. States must pay for servers, software engineers, test developers, etc. This all costs money--something that most states are in an extreme shortage of right now. It will be interesting to see how all of this plays itself out over the next few years. Do we go with more standardized tests, more "objective" assessment methods, and spend more money, or do we continue to cut funding for all areas of education?
State Education Officials Decry Funding Veto (http://latimesblogs.latimes.com/lanow/2010/10/state-education-officials-decry-veto-of-funding-.html)
L.A. Times
October 28, 2010
Summary: The Governator vetoed approximately $7 million that was supposed to go to a "student data tracking system" called CALPADS. Opponents of the veto claim that it could hurt California's ability to comply with federal regulations and create difficulties implementing the fan favorite value-added analysis at a state-wide level.
Intended Audience: General Public
Key Points: 1) The Governor vetoed a large sum of money intended to go toward the creation of an objective system of student assessment; 2) There is some debate over the proper way assess both students and teachers.
Relevance: Funding is a huge issue right now and so is teacher and student assessment. This article serves as an example of how the two interests can conflict with one another. Implementing systems of data tracking of student scores costs money. States must pay for servers, software engineers, test developers, etc. This all costs money--something that most states are in an extreme shortage of right now. It will be interesting to see how all of this plays itself out over the next few years. Do we go with more standardized tests, more "objective" assessment methods, and spend more money, or do we continue to cut funding for all areas of education?
Friday, February 11, 2011
Dealing with Education and the Realities of the Modern World (Jeff, Article Four)
John Lloyd
"Hey Times, Try Teaching for One Day" (http://www.latimes.com/news/opinion/la-oew-lloyd22may22,0,4050662.story)
Los Angeles Times
May 22, 2007
Summary:
The article addresses many of the issues educators and administrators are dealing with today: pensions, teachers' unions, low wages, teacher evaluation, the factory model of education. It is more directly a defense of teachers' rights and an attack against the sort of top-down management that a previous Times article advocated.
Intended Audience:
Those who devalue educators and support the status quo.
Key Points: 1) The issues that face the profession of education are complex and multi-layered; 2) there are no easy solutions.
Relevance: We are entering the profession of teaching at a time of great uncertainty--technological, economic and social. Systems that have been in place in education for the greater part of the last 100 years are becoming inadequate, impractical, irrelevant, and some are entirely illogical in the face of the 21st Century. Change is coming. In order to avoid another Woods Hole Conference (a bunch of rich white guys, none of whom were public school teachers or administrators, sitting around deciding the fate of public education) we must be ready to get involved. Or, when our involvement is unwanted, to have the knowledge and courage to force the matter.
"Hey Times, Try Teaching for One Day" (http://www.latimes.com/news/opinion/la-oew-lloyd22may22,0,4050662.story)
Los Angeles Times
May 22, 2007
Summary:
The article addresses many of the issues educators and administrators are dealing with today: pensions, teachers' unions, low wages, teacher evaluation, the factory model of education. It is more directly a defense of teachers' rights and an attack against the sort of top-down management that a previous Times article advocated.
Intended Audience:
Those who devalue educators and support the status quo.
Key Points: 1) The issues that face the profession of education are complex and multi-layered; 2) there are no easy solutions.
Relevance: We are entering the profession of teaching at a time of great uncertainty--technological, economic and social. Systems that have been in place in education for the greater part of the last 100 years are becoming inadequate, impractical, irrelevant, and some are entirely illogical in the face of the 21st Century. Change is coming. In order to avoid another Woods Hole Conference (a bunch of rich white guys, none of whom were public school teachers or administrators, sitting around deciding the fate of public education) we must be ready to get involved. Or, when our involvement is unwanted, to have the knowledge and courage to force the matter.
Monday, February 7, 2011
Plan to Grade Parents Flunks Out
Article Author name(s): Lisa Ann Williamson
Title of article: Plan to Grade Parents Flunks Out
Title of journal: Teaching Tolerance
Date of publication: January 28, 2011
Volume of the journal: Spring 2011
Issue number of the journal: Thirty nine
Summary: Florida representative Kellie Stargel suggest plan that allows teachers to grade parents on how well children are rested, fed and on time to class with completed assignments. Grading scale is: “satisfactory -> unsatisfactory” -> needs improvement”.
Topic: Argues that just as teachers are graded by parents, administration and the outcomes of NCLB/ standardized testing, parents should be graded as well for the amount of effort they put in to securing their children’s education. Many educators disagree with this position saying that while the idea is highly entertaining, it will lead to nothing but great battles between parent and teachers, at the sacrifice if the student. Read the posted comments for more argument.
Introduction: Author argues that in the educational system, we have student, teacher and administration accountability and best practices/ standards, yet this is a system where parents have zero accountability for the success of their own children. Proposes additional grading system for parents.
Intended audience: Educators
Key Points: While parents have greatest effect on children’s success, it is not practical to grade parenting skills as it would result in extreme tension between educators and parents, at the expense of the students.
Relevance: At the very least this article proves the point as to how preposterous it is, then, to grade teachers on student’s success. If parents are not held responsible for their own children’s learning (or at least be encouraging of the process and goals), and they are the ones who are most influential upon students, than under what reasoning are educators expected to carry the full burden of their success?
http://www.tolerance.org/blog/plan-grade-parents-flunks-out
Title of article: Plan to Grade Parents Flunks Out
Title of journal: Teaching Tolerance
Date of publication: January 28, 2011
Volume of the journal: Spring 2011
Issue number of the journal: Thirty nine
Summary: Florida representative Kellie Stargel suggest plan that allows teachers to grade parents on how well children are rested, fed and on time to class with completed assignments. Grading scale is: “satisfactory -> unsatisfactory” -> needs improvement”.
Topic: Argues that just as teachers are graded by parents, administration and the outcomes of NCLB/ standardized testing, parents should be graded as well for the amount of effort they put in to securing their children’s education. Many educators disagree with this position saying that while the idea is highly entertaining, it will lead to nothing but great battles between parent and teachers, at the sacrifice if the student. Read the posted comments for more argument.
Introduction: Author argues that in the educational system, we have student, teacher and administration accountability and best practices/ standards, yet this is a system where parents have zero accountability for the success of their own children. Proposes additional grading system for parents.
Intended audience: Educators
Key Points: While parents have greatest effect on children’s success, it is not practical to grade parenting skills as it would result in extreme tension between educators and parents, at the expense of the students.
Relevance: At the very least this article proves the point as to how preposterous it is, then, to grade teachers on student’s success. If parents are not held responsible for their own children’s learning (or at least be encouraging of the process and goals), and they are the ones who are most influential upon students, than under what reasoning are educators expected to carry the full burden of their success?
http://www.tolerance.org/blog/plan-grade-parents-flunks-out
Friday, February 4, 2011
Training Better Teachers (Jeff, Article Two)
Camille Esch
"Training better Teachers"
Los Angeles Times
November 16th, 2010
http://www.latimes.com/news/opinion/commentary/la-oe-esch-teacher-training-20101116,0,4320785.story
Summary:
This op-ed piece points the finger at teacher preparation programs for the country's education issues. The author claims that most teacher preparation programs are "long on theory and short on practical training in such essentials as classroom management and how to actually teach specific subjects." She proposes that the successes and failures of the graduates of teacher prep programs should be monitored, thereby providing data on the institutions from which they graduated. She does not, however, provide a practical method for doing so. One method she proposes is measuring whether or not they obtain jobs and for how long they maintain them--two things that are affected more by politics and budget concerns than they are by teacher preparation. The second method she proposes for measuring teacher preparation is polling of an institution's graduates. However, I too find fault in this method as it is entirely subjective. But this opens up the proverbial can of worms: how exactly can we objectively measure teacher preparation?
Intended audience: General Public
Key Points: 1) America's problem with education is that we have bad teachers; 2) We have bad teachers because we have bad teacher preparation programs; 3) The way to fix this is to subjectively measure the preparation of new teachers, use this as a means to determine a program's effectiveness, "and if, year after year, the data show dismal results for particular teacher preparation programs, then it's fair for the state to shut them down, as U.S. Secretary of Education Arne Duncan has said should be done."
Relevance: Of the articles I have read there appears to be a developing theme: teachers are the bad guys, it's their fault that kids won't learn, etc. It feels as though the actual structure of our education system, the paradigm within which we force our kids, is beyond reproach. It will be interesting to deconstruct this point of view together as the course moves forward.
"Training better Teachers"
Los Angeles Times
November 16th, 2010
http://www.latimes.com/news/opinion/commentary/la-oe-esch-teacher-training-20101116,0,4320785.story
Summary:
This op-ed piece points the finger at teacher preparation programs for the country's education issues. The author claims that most teacher preparation programs are "long on theory and short on practical training in such essentials as classroom management and how to actually teach specific subjects." She proposes that the successes and failures of the graduates of teacher prep programs should be monitored, thereby providing data on the institutions from which they graduated. She does not, however, provide a practical method for doing so. One method she proposes is measuring whether or not they obtain jobs and for how long they maintain them--two things that are affected more by politics and budget concerns than they are by teacher preparation. The second method she proposes for measuring teacher preparation is polling of an institution's graduates. However, I too find fault in this method as it is entirely subjective. But this opens up the proverbial can of worms: how exactly can we objectively measure teacher preparation?
Intended audience: General Public
Key Points: 1) America's problem with education is that we have bad teachers; 2) We have bad teachers because we have bad teacher preparation programs; 3) The way to fix this is to subjectively measure the preparation of new teachers, use this as a means to determine a program's effectiveness, "and if, year after year, the data show dismal results for particular teacher preparation programs, then it's fair for the state to shut them down, as U.S. Secretary of Education Arne Duncan has said should be done."
Relevance: Of the articles I have read there appears to be a developing theme: teachers are the bad guys, it's their fault that kids won't learn, etc. It feels as though the actual structure of our education system, the paradigm within which we force our kids, is beyond reproach. It will be interesting to deconstruct this point of view together as the course moves forward.
Tuesday, February 1, 2011
Testing and Teacher Evaluation (Jeff, Article One)
Sue Horton
"There's teaching, and there's learning"
L.A. Times
August 19th, 2010
http://www.latimes.com/news/opinion/commentary/la-oe-horton-schools-20100819,0,1170621.story
Summary:
Topic: A defense of standardized testing and teacher evaluation based on test scores.
The article begins with an anecdotal reflection on the writer's educational experiences--particularly regarding the question of "what is a good teacher?" Ironically, she brings up a slew of things that have nothing to do with learning standardized curriculum. The article further goes on to defend the use of the "value-added" analysis performed by the Los Angeles Unified School District (the teacher ranking system we discussed in Learning Communities). A link to the study can be found here: http://projects.latimes.com/value-added/.
Intended audience: The article sounds as though it is addressed to teachers and others who disagree with the public release of the study.
Key Points: -Testing is necessary to prepare students to succeed.
-Evaluating teachers through their student's test scores is fair and justified.
Relevance: This should prove to be a relevant counterpoint to the debate over standardized testing and curriculum and how they relate to teacher evaluation.
"There's teaching, and there's learning"
L.A. Times
August 19th, 2010
http://www.latimes.com/news/opinion/commentary/la-oe-horton-schools-20100819,0,1170621.story
Summary:
Topic: A defense of standardized testing and teacher evaluation based on test scores.
The article begins with an anecdotal reflection on the writer's educational experiences--particularly regarding the question of "what is a good teacher?" Ironically, she brings up a slew of things that have nothing to do with learning standardized curriculum. The article further goes on to defend the use of the "value-added" analysis performed by the Los Angeles Unified School District (the teacher ranking system we discussed in Learning Communities). A link to the study can be found here: http://projects.latimes.com/value-added/.
Intended audience: The article sounds as though it is addressed to teachers and others who disagree with the public release of the study.
Key Points: -Testing is necessary to prepare students to succeed.
-Evaluating teachers through their student's test scores is fair and justified.
Relevance: This should prove to be a relevant counterpoint to the debate over standardized testing and curriculum and how they relate to teacher evaluation.
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