A person who is knowledgeable in a subject should be given a chance to teach it, with
actual classroom effectiveness then used as the primary gauge of competence.
Not exact matches
Today, obtaining an entry job into teaching is virtually tantamount to an indefinite contract that stays in force regardless of
actual effectiveness in the
classroom.
However, it has proved frustratingly difficult to compare teachers»
actual effectiveness in the
classroom, because as a field, we too often rely on proxies like certification and tenure instead of on data that quantify teachers» impact on student achievement.
This can occur, regardless of what is actually happening in terms of
actual effectiveness across America's
classrooms, when the purported value that teachers add to or detract from student learning (i.e., 50 % of the state's model) is to substantively count, because VAM output is not calculated in absolute terms, but rather in relative or normative terms.