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ERIC Number: EJ868707
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-1253
The Real Value of Teachers: If Good Teachers Matter, Why Don't We Act like It?
Carey, Kevin
Education Canada, v49 n4 p70-75 Fall 2009
Almost nobody, it seems, disputes the importance of effective teachers--including teachers themselves. However, principals actually do none of the things they do when they value something as highly as most people say they value good teachers. By looking at scores on year-end standardized tests by teachers, principals think they have a pretty good idea of who's cutting it and who isn't. This practice drives teachers wild, and for good reason. For it doesn't take into account how students performed before they entered that teacher's classroom, and it therefore penalizes those who take on students with greater challenges. Perceptions that teachers are opposed to being evaluated at least in part on student achievement have stopped movement in that direction dead in its tracks. But many teachers support measures that recognize the growth students make on their watch. A large-scale teacher survey shows that only one in five teachers think this kind of accountability is a "poor" idea. This article discusses how to get fair and honest data about teacher effectiveness. Using value-added information rationally in the day-to-day management of public schools and classrooms will, in and of itself, have the effect of improving instruction and increasing the quality of teachers. The author presents three examples of how to use value-added information in helping teachers and managing schools. (Contains 3 notes.)
Canadian Education Association. 119 Spadina Avenue Suite 705, Toronto, ON M5V 1P9, Canada. Tel: 416-591-6300; Fax: 416-591-5345; e-mail: publications@cea-ace-ca; Web site: http://www.cea-ace.ca/education-canada
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada