So I'm learning a lot here. Some educators clearly don't seem to want to have their performance evaluated, don't seem to want pay based on merit, don't seem want to acknowledge economic realities like supply, demand, competition, market-based economics and job insecurity. Guess that's why they chose a career in the public sector in some cases.
What you don't understand here is that compared even to the somewhat regulated occupations, educators have very little control lover what they do and can do. More than 85% of the requirements for public education come from funded and unfunded public mandates from yours and my politicians.
Beyond that, educators have no problem being evaluated, but its not like their product in an inanimate object. Its a human being, and as such the number of variables that educators have no control over is great. In other occupations which have a product, that they have to have evaluated, they control for the variables. And they make great effort TO control the variables.
I suggest that you move to this forum(below listed) and look at some of the significant variables that impact education. If you have a class of 20, and even three of the kids are seriously affected by these variables, your whole averages will be brought down dramatically, and then you have a bad teacher, when none of that is true.
Anyone who has actually taught a class for any period of time knows how many of these variables for education are not controlled, and if teachers are to be evaluated on performance, then we need to look more seriously at this. Right now its simply being ignored as if it didn't exist.
Economic demand and competition should not have to impact the quality of the education that you want for your children. This is why we have public education. The availability of education isn't and cannot be determined by the market place. If you do that, then we should do the same for firemen and the police. Public services must be available to everyone at the same rate. You shouldn't just have some kinds of services available and others not. If this is not obvious, then you should try it with the market place running everything. I don't think that you'll like the result. And in places where services need to be provided, but only those which have high marketing get any thing, people do complain.
If you take it a step further, and simply give the math and physics people the $100k then you will have to take it away from the kdg teacher, who will then find some occupation. What will happen is that we will then develop rolling shortages of different kinds of educators. The end result will not be a consistent and stable education for your child, nor will these rolling shortages allow the educational system to properly train its workforce.
Right now Boeing has some plane that they've been making for years. The workforce on this place is very skilled and they are concerned that if there are no more orders then the workforce that is very highly trained will be dispersed. This is just for an inanimate object, not out children.
Another aspect of this whole problem involves the wrong idea that the education and training of skilled teachers is simply the goal of the teacher. Functional educational systems develop their programs cohesively across the district, making sure that research based programs are used and that research based teaching methods are used. These research based methods are very rarely taught in the universities because those organizations are generally about 15 years behind the times. The difference between good and bad teachers in regards to teaching often comes down to whether the district administrators are any good, because they are the ones who set up the climate and the on-going training to keep teachers up with the latest research based strategies.
This really is ROCKET SCIENCE. The whole issue is the most complicated of any issue that we confront today because its not widgets that we have to make malleable but children. And besides all of this, children are not just small adults. They are busy physically maturing during the process(a moving target). From age birth to 10 their brains actually double in size, and then just as they have stabilized in their brain growth at age 10-12, their hormones kick in. But we treat kids as if they are like college students. BELIEVE ME THAT AFTER 40 YEARS IN SCHOOL MENTAL HEALTH SERVICES........Nothing could be further from the truth.
For a larger discussion of the variables for education go here:
Variables that teachers have no control over.... - Education -universities, high schools, elementary schools, teachers... - City-Data Forum
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