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.
Not exact matches
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.
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.