Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
Have you considered the damage that can be done to the teaching "profession"? Have you wondered who will join a "profession" that is not peer monitored (as other professions like law and medicine ) are, but where a person is treated as a blue collar worker? This may affect the students far more than you think. It's circling around the drain as it is. Teaching is a professional job. Because the students matter. When states started reducing union power and then NCLB put in the top down control (which exacerbated the problem of lack of control), things started really going downhill. It didn't help that pay was decreasing (relative to COL) at the same time. Other professions peer monitor for a reason. It works.
The interesting districts to look at would be the ones in the middle (not the top or bottom). What has been happening to them?
Have you considered the damage that could be done to entire generations of kids due to a lack of adequate standards?
The PP is not arguing against standards. In fact, the PP said nothing about standards. The PP is arguing in favor of teacher professionalization and teacher unions and against the high-stakes testing requirements in the No Child Left Behind Act.
You're missing the point. The complaining and "high stakes" moniker only seems to come up when it affects teachers. But when it was affecting millions of students nobody cared.[/quote]
You are making a pretty big generalization there. Nobody cared about the effects of this kind of testing on students?
I believe this thread started out with a teacher who was quitting over the effects of these tests on the students (since it is titled "Teacher of the Year" quits over Common Core tests). May I go so far as to say that she cared?
You're missing the point. The complaining and "high stakes" moniker only seems to come up when it affects teachers. But when it was affecting millions of students nobody cared.
Anonymous wrote:Anonymous wrote:Anonymous wrote:We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
Have you considered the damage that can be done to the teaching "profession"? Have you wondered who will join a "profession" that is not peer monitored (as other professions like law and medicine ) are, but where a person is treated as a blue collar worker? This may affect the students far more than you think. It's circling around the drain as it is. Teaching is a professional job. Because the students matter. When states started reducing union power and then NCLB put in the top down control (which exacerbated the problem of lack of control), things started really going downhill. It didn't help that pay was decreasing (relative to COL) at the same time. Other professions peer monitor for a reason. It works.
The interesting districts to look at would be the ones in the middle (not the top or bottom). What has been happening to them?
Have you considered the damage that could be done to entire generations of kids due to a lack of adequate standards?
The PP is not arguing against standards. In fact, the PP said nothing about standards. The PP is arguing in favor of teacher professionalization and teacher unions and against the high-stakes testing requirements in the No Child Left Behind Act.
Have you considered the damage that could be done to entire generations of kids due to a lack of adequate standards?
Anonymous wrote:
Anonymous wrote:
We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
Have you considered the damage that can be done to the teaching "profession"? Have you wondered who will join a "profession" that is not peer monitored (as other professions like law and medicine ) are, but where a person is treated as a blue collar worker? This may affect the students far more than you think. It's circling around the drain as it is. Teaching is a professional job. Because the students matter. When states started reducing union power and then NCLB put in the top down control (which exacerbated the problem of lack of control), things started really going downhill. It didn't help that pay was decreasing (relative to COL) at the same time. Other professions peer monitor for a reason. It works.
The interesting districts to look at would be the ones in the middle (not the top or bottom). What has been happening to them?
Have you considered the damage that could be done to entire generations of kids due to a lack of adequate standards?
The PP is not arguing against standards. In fact, the PP said nothing about standards. The PP is arguing in favor of teacher professionalization and teacher unions and against the high-stakes testing requirements in the No Child Left Behind Act.
Anonymous wrote:Anonymous wrote:We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
Have you considered the damage that can be done to the teaching "profession"? Have you wondered who will join a "profession" that is not peer monitored (as other professions like law and medicine ) are, but where a person is treated as a blue collar worker? This may affect the students far more than you think. It's circling around the drain as it is. Teaching is a professional job. Because the students matter. When states started reducing union power and then NCLB put in the top down control (which exacerbated the problem of lack of control), things started really going downhill. It didn't help that pay was decreasing (relative to COL) at the same time. Other professions peer monitor for a reason. It works.
The interesting districts to look at would be the ones in the middle (not the top or bottom). What has been happening to them?
Have you considered the damage that could be done to entire generations of kids due to a lack of adequate standards?
Anonymous wrote:We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
Have you considered the damage that can be done to the teaching "profession"? Have you wondered who will join a "profession" that is not peer monitored (as other professions like law and medicine ) are, but where a person is treated as a blue collar worker? This may affect the students far more than you think. It's circling around the drain as it is. Teaching is a professional job. Because the students matter. When states started reducing union power and then NCLB put in the top down control (which exacerbated the problem of lack of control), things started really going downhill. It didn't help that pay was decreasing (relative to COL) at the same time. Other professions peer monitor for a reason. It works.
The interesting districts to look at would be the ones in the middle (not the top or bottom). What has been happening to them?
We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
Anonymous wrote:Anonymous wrote:But, apparently we are to understand that now, if teachers' evaluations are based on whether or not kids show improvement in their classrooms, that's "high stakes"
It is certainly "high stakes" when teachers may be fired. It's pretty scary for people who have put a lot of years into a profession. And it's scary when teachers are hearing that only 30% of students are expected to pass these tests. That's going to mean a lot of poor evaluations.
We're only supposed to care about the fates of teachers and their càreers, but who cares about the fact that each year we graduate millions of kids who are at best semiliterate and who can't make change, forget about them in terms of meaningful employment outlook...
Anonymous wrote:But, apparently we are to understand that now, if teachers' evaluations are based on whether or not kids show improvement in their classrooms, that's "high stakes"
It is certainly "high stakes" when teachers may be fired. It's pretty scary for people who have put a lot of years into a profession. And it's scary when teachers are hearing that only 30% of students are expected to pass these tests. That's going to mean a lot of poor evaluations.
Anonymous wrote:
Sorry---that didn't copy right. The quotes are from the article cited above (the one supposedly showing that VAMs do work):
https://www.amstat.org/policy/pdfs/ASA_VAM_Statement.pdf
hardly a ringing endorsement of VAMs