Based on all the data on the depths of the nation's education crisis — including the fact that three out of every 10 fourth - graders are functionally illiterate as well as how traditional policies and practices
keep laggard teachers in classrooms — you would think valid criticism, internal and external, would be welcomed.
Not exact matches
Add in certification rules that
keep mid-career professionals with strong math and science skills out of teaching, near - lifetime employment policies and discipline processes that
keep laggard and criminally - abusive
teachers in the profession, and practices that all but ensure that low - quality
teachers are teaching the poorest children, and shoddy
teacher training perpetuates the nation's educational caste system.
Your editor has long criticized the law's Highly Qualified Effective
Teacher provision for being a rather wishy - washy element that merely allowed states and districts to simply allow
laggard teachers to
keep their jobs by magically certifying them as high quality.
That the traditional
teacher compensation system, focused on rewarding
teachers based on seniority and degree attainment, is ineffective in spurring student achievement fails to reward good - to - great
teachers and
keeps laggards in classrooms to continue educational malpractice.
It is also high time to ditch traditional
teacher compensation and seniority - based privileges that
keep laggard instructors in classrooms; utilizing student test score growth data in evaluations as well as in structuring teaching staffs must also be done.