Teacher evaluations: Is there really enough time for reliable classroom observations?
A middle school teacher I admired for her innovation pulled me aside once to tell me she was leaving the district. Her tendency to stray from the script put her at odds with the new principal.
When I shared the news later with a neighbor, an educator herself, her reaction shocked me: “Good riddance. My son never knew what was going on in that class because the teacher was always going off on a tangent.”
I learned a lesson. What’s outside-the-box teaching to one parent may be a crate of goo to the next.
Through having twins — one with a penchant for flights of fancy, the other with feet firmly planted on the ground — I have seen firsthand that personality plays a role in how well a student relates to a teacher. My son prefers strict standards, frequent quizzes and no projects that demand glue, poster boards or costumes. My daughter likes personal journals, classes that meander and any event that requires wearing a hat.
That’s why I regard promises of objective …
When I shared the news later with a neighbor, an educator herself, her reaction shocked me: “Good riddance. My son never knew what was going on in that class because the teacher was always going off on a tangent.”
I learned a lesson. What’s outside-the-box teaching to one parent may be a crate of goo to the next.
Through having twins — one with a penchant for flights of fancy, the other with feet firmly planted on the ground — I have seen firsthand that personality plays a role in how well a student relates to a teacher. My son prefers strict standards, frequent quizzes and no projects that demand glue, poster boards or costumes. My daughter likes personal journals, classes that meander and any event that requires wearing a hat.
That’s why I regard promises of objective …