The predictable result, this view holds, is low-quality performance on the part of teachers and students.Underlying this perspective is the assumption that the primary source of the teacher-quality problem lies in deficits in teachers themselves—in their preparation, knowledge, commitment, engagement, effort, and ability.
The predictable result, this view holds, is low-quality performance on the part of teachers and students.Underlying this perspective is the assumption that the primary source of the teacher-quality problem lies in deficits in teachers themselves—in their preparation, knowledge, commitment, engagement, effort, and ability.Tags: Essay Marriage NarrativeOlive Garden Essay ScholarshipPsychological Happiness EssayResearch Proposal Master DissertationEssays On Beauty Of NatureGot Milk Ad EssayPersuasive Research Paper OutlineThe Great Gatsby Outline EssayIb Math Extended EssayMy Assignment Help
According to this view, schools are marked by low standards, incoherence, poor management, and a lack of effort to ensure adequate control, especially in regard to their primary activity—the work of teachers with students.
Schools don't hold teachers accountable; teachers simply do what they want behind the closed doors of their classrooms.
According to those who subscribe to this perspective, the obvious antidote to the ills of the education system is to increase the centralized control of schools and hold teachers more accountable—in short, to “tighten the ship.” Proponents of this view typically advocate standardized curriculums, teacher licensing examinations, merit-pay programs, and explicit performance standards coupled with more rigorous teacher and school evaluations.
Many of these accountability mechanisms have been put in place with the implementation of No Child Left Behind.
The latter have primarily come from the Schools and Staffing Survey (SASS) conducted by the National Center for Education Statistics, the data-collection arm of the U. I have come to the conclusion that the accountability movement often involves wrong diagnoses of, and wrong prescriptions for, problems of teacher quality.
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(For an in-depth look at my research, see Who Controls Teachers' Work?
Power and Accountability in America's Schools, Harvard University Press, 2003.) Accountability in schools is reasonable and necessary; the public has a right and, indeed, an obligation to be concerned with teacher performance.
And there is no question that some teachers perform poorly and are inadequate for the job.
Teachers often have little input in decisions concerned with their course schedules and class sizes, the office and classroom space they will use, and the use of school discretionary funds for classroom materials.
On average, teachers have limited control over which courses they are assigned to teach and which students will be enrolled in their courses.