It may, for example, be helpful to assign more students to the most effective teachers, to
give less effective teachers a chance to improve, to equalize access to high - quality instruction, and to pay highly effective teachers more.
It's taken as an article of faith in the education reform community: we're screwing poor kids by
giving them less effective teachers than their more affluent peers enjoy.
Not exact matches
But the same principals, when asked to evaluate the
teachers formally as part of the state's mandatory evaluation system,
gave fewer than 3 % of their
teachers a
less than «
effective» score on any of the seven standards against which they were judged.
In a routine day, a terrific 4th - grade reading
teacher might
give lessons in reading for just one hour, while spending another five hours teaching other subjects in which she is
less effective, filling out paperwork, and so on.
While our new,
less rigid curriculum
gives teachers the freedom to invest in resources, procurement and delivering results in the most cost
effective way remains a key focus.
Given the pedagogical emphasis on the use of problem - solving activities, it seems unlikely that the very best
teachers would be using the
less -
effective teaching style (the only alternative explanation for our finding).