An interesting article on how one teacher became ‘great’ and his reflections on teacher evaluation & education reform.
Is the present fixation on teacher characteristics reinforcing teacher-centered education rather than student-centered education? Are “effective” teacher qualities the same from kindergarten through 12th grade? Are the walls being erected by present reform efforts so high that real improvement is even farther out of reach?
And what explains the fascination with and faith in data and quantification that’s driving education “reform” … Is there something in our shared cultural heritage that causes us to think that everything can be measured and a useful number attached to it?
The new big thing in reform circles is that every education-related decision must be data driven. Why do we resist the fact that, more often than not, the inherent complexity of quality makes it impossible to quantify it? Is resistance to that fact a crippling cultural trait?