Teacher Salaries Essay

Excerpt from Essay :

Teacher Evaluations

Discussion and Response: Teacher Performance or Effectiveness

What are the ramifications of the performance/effectiveness distinction for teacher evaluation?

The authors' deconstruction of the performance-effectiveness paradigm is useful on several fronts: It is imperative that policymakers clearly define the constructs they charge school districts with measuring, and it is crucial that educators understand the distinctions among the constructs. In the first case, it is incumbent upon policymakers to develop frameworks that can be articulated in praxis, particularly when the expenditure of funds to support the policy implementation is substantive. Policies that are grounded in some imagined reality are not only useless, they are harmful. Policy slippage is a known phenomenon -- policymakers understand how and why it happens. The less specificity in policy language, the greater the policy slippage. The greater the gap between necessary resources and actual allocations of resources, the greater the policy slippage. In the second case, discrete measures of performance and effectiveness are necessary to determine if teacher evaluations can reasonably be associated with student performance. There is evidence in the literature that teacher qualifications and experience are related to student performance (this data even holds up in the impoverished schools that Jonathan Kozol wrote about). Nevertheless, qualifications and experience are not performance and they are not effectiveness -- though they may contribute to or diminish both, as the case may be.

2. Discuss your experiences…

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