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ERIC Number: EJ1046830
Record Type: Journal
Publication Date: 2014-Dec
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0276-928X
Two Sides of the Coin: Evaluation and Support Work Together to Strengthen Teaching
Kise, Jane
Journal of Staff Development, v35 n6 p24-28 Dec 2014
Like any profession or talent, mastering teaching takes thousands of hours of deliberate practice (Ericsson, Prietula, & Cokely, 2007). Here, "deliberate" means having a coach or mentor to provide feedback on key skills and strategies for practicing to develop them. If this is true--that mastering the practices of great teaching takes years--then how can we rate teachers ineffective as they first enter a classroom or even when master teachers are developing new skills? Rating systems need to consider this very real trajectory of growth. Yet many of the evaluation systems being adopted across the country (and in other countries) are ranking teachers from highly effective to ineffective and, in some cases, using the rankings to begin termination. How did this happen? Because the difficulties being experienced in evaluating teachers were viewed as a problem to solve instead of a system of interdependent values--a polarity. Leveraging the wisdom of each pole could move toward the goal that the sides have in common: effective teachers in every classroom. Stakeholders need to recognize the valuable contributions of the other position. This article looks at what might happen during a gathering of minds on this issue.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A