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Rick DuFour and Mike Mattos Instead of micromanaging teachers, principals should lead efforts to collectively monitor student achievement through professional learning communities.
Principals are in a paradoxical position. No Child Left Behind admonished educators to use "scientific, research-based strategies" to ensure that all students learn.
Likewise, Race to the Top requires educators to use "research-based" school improvement models.
Unfortunately, the core strategies of both of these reform initiatives largely ignore this call for practices grounded in research. Principals are being asked to improve student learning by implementing mandated reforms that have consistently proven ineffective in raising student achievement.
The current emphasis on using more intensive supervision and evaluation of teachers to improve school performance illustrates this irony.
According to Race to the Top guidelines, this more rigorous supervision process should influence a teacher's professional development, compensation, promotion, retention, tenure, and certification. Ultimately, the evaluations should reward highly effective educators with merit pay and remove those deemed ineffective.
Faulty Logic At first glance, this approach to improving schools seems to make sense. After all, research does say that teacher quality is one of the most significant factors in student learning.
Further, there's almost universal agreement that the current system of teacher evaluation in the United States is ineffective.
Like the children of Lake Wobegon, almost all teachers are deemed to be above average, if not superior. Tenured teachers are almost never found to be unsatisfactory. So why not make tougher evaluation of teachers a cornerstone of school improvement?
Why not require principals to spend more time in classrooms supervising and evaluating teachers into better performance? The premise that more frequent and intensive evaluation of teachers by their principals will lead to higher levels of student learning is only valid if two conditions exist.
The first is that educators know how to improve student learning but have not been sufficiently motivated to do so. The second is that principals have the time and expertise to improve each teacher's professional practice by observing that teacher in the classroom. Neither of these conditions exists.
Do Carrots and Sticks Motivate Teachers? We can find no research to support the assumption that educators choose to use mediocre instructional strategies and withhold effective practices until they receive increased financial incentives. As former principals with almost six decades of experience working with teachers, we found that the members of our faculty, almost without exception, started each day with honorable intentions, worked tirelessly on behalf of their students, and used the best strategies they possessed to promote student success.
Further, there's little evidence to support the idea that offering stronger rewards when educators move in the right direction and applying more dire consequences when they don't—dangling crunchier carrots and wielding sharper sticks—spurs teachers to better performance.
A research-based program for improving schools would not be tied to merit pay.
As for wielding sharper sticks, in his book Drive:Evaluation of a Process and Recommendations on Improvement Academic Essay Paper, Order, or Assignment Requirements Using some of the concepts and tools of Process Design and Analysis, evaluate a process and provide recommendations on how it can be improved in terms of one or more operations performance objectives (i.e.
cost, quality, speed, dependability and flexibility). Bachelor of Arts - Economics Major; Bachelor of Science in Business Administration (BSBA) Bachelor of Science in Business Administration - Accounting Major. Sep 15, · Hi Joseph. What might be confusing you is that an evaluation is a kind of argument.
An evaluation essay argues for your judgment about something. It is an opinion type of essay. However, your marijana topic doesn't seem to be an evaluation nationwidesecretarial.coms: Evaluation of School Improvement Essay Words | 7 Pages focus on school climate and norms, the evaluation design must include the students, instructions, and outcomes to improve communication and building-level concerns to be address in this response.
The Private Eye is an interdisciplinary hands-on curriculum using a jeweler's loupe and inquiry method to accelerate creativity, literacy, scientific literacy, problem-solving and communication skills across subjects, K-life.
A formative evaluation, also known as process or implementation evaluation, is performed to examine various aspects of an ongoing program in order to make changes/improvements as the program is being implemented.