How can we fairly assess teachers, students, schools?
This was written by educator Anthony Cody, who taught science for 18 years in inner-city Oakland and now works with a team of science teacher-coaches that supports novice teachers. He is a National Board-certified teacher and an active member of the Teacher Leaders Network. This post appeared on his Education Week Teacher blog, Living in Dialogue. By Anthony Cody A colleague at the Teacher Leaders Network raised a provocative pair of questions. 1. In an era where numbers are currency, what alternative set of metrics and numbers (beyond assessment) can we suggest that reformers and policymakers consider when weighing teacher/school effectiveness? (i.e: parent/student satisfaction surveys, levels of funding, graduation rate, rate of enrollment in AP classes, rate of employment or enrollment in college after graduation) 2. Given the limits of numerical accountability, what alternatives can we offer to reformers who are open to considering results that cannot be accounted for
