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You have to remember that when politicians talk, they'll often use harmless and uncontroversial rhetoric as code for something more controversial and less popular. For example, "support teachers" is usually code for more money (either through pay, benefits, retirement, or some combination of all three), more openness to unionizing, less accountability to parents, and opposition to vouchers. Well, that describes Democrats more than it describes Republicans.
It definitely does NOT mean less accountability to parents. It might mean less accountability to select parents. Democrats are 100% behind taking power away from teachers. That's why you get stuff like:
Illinois teacher fired over anti-riot comments says colleagues 'terrified' for free speech
"An Illinois teacher whose school board voted 5-2 to terminate her over a social media post decrying the George Floyd riots..." The post? "I don't want to go home tomorrow. Now that the Civil War has begun, I want to move."
Hmm, how'd the school board find her post? Likely a parent. And wanting to move away from riots, yea real bad.
Except that Beta citing the Conroe case shows how little he actually understands about the grid...Conroe is not supplied through the grid that had the issues.Sounds like CPS is completely broken. Terrible...
Some valid points by BETO:
1. CPS is awful.
2. It's pathetic how electricity generation was so inadequate that many froze to death--here in the energy capital of the World.
It's fun to poke fun at Beto--he's got a big target on both sides of his shirt. But I'm no cheerleader for Abbott. He could have done a lot better.
While the article doesn't state who alerted the school board, can't we suspect it was a parent who had her as a facebook friend? That makes her accountable to select parents. Sure, if a random dude in another state found it and passed it along to the school board, then it's accountability to the woke mob.
Next up, Beto's "5 Year Plan"...Francis firmly standing in fascist territory. Don't like Abbott but he is less a problem than Francis.
It does test for basic knowledge, but wraps simple concepts up into complex and often misleading questions. When my wife (with a quarter century of experience) reviews missed questions with her students, the most common reason for missing is a misunderstood question. So STAAR review and practice is heavily slanted towards teaching the students how to read, break down, analyze, and understand the questions as written. They spend more time highlighting, underlining, and breaking down the question than they do on the concepts themselves, and rightly so. When people speak of "teaching to the test", this covers a lot of what they mean.STAAR testing tests for the most basic of knowledge. There is nothing high pressure about it.
I've never really understood this "teaching to the test" complaint. As long as the test covers the appropriate material then shouldn't we be "teaching to the test". I think it is just disguised language from educators because they want to decide independently "what's important" and then teach to that. Which is really code for "dumb it down." Certainly, you can have situations where the "experts" that are designing the test overestimate what a teacher can get done in a semester and thus make the test too broad and/or in-depth, but largely i think we want all Texas kids to be smart on mostly the same things, measured in the same ways.
I've never really understood this "teaching to the test" complaint.
well doesn't that speak to "make better tests" rather than do away with the test. You don't prefer leaf and steam. If 80% of other math teachers agree that those are valid but less useful than bar or dot. then the experts should design the test to focus on bar and dot and then tell the teachers "we are focusing on bar and dot" and then the teachers "teach to the test". The result would be that the test focuses on the most valuable skills, the teachers teach the most valuable skills and the kids learn the most valuable skills. The problem is not "teaching to the test" is the disagreement between test makers and teachers about what the scope and priorities are.The STAAR test is to catch either the really dumb kids or the ones with little or no parental care. It's not check if your average or exceptional schools are doing well. They already are. But even in those good schools it's teaching to the test. Would you prefer smart math 4th graders memorizing a concept that will be on the test OR have them move onto 5th grade or even middle school math concepts? I'll take the latter, but STAAR requires the former. For example, there's numerous ways to plot data. It could be a dot plot, bar chart, histogram, steam and leaf plot, pie chart, or so on. Does it really matter for life after school if you learned this one or that one? Or two or three from the list? No, research can help an adult learn the others. Does it matter which you learn for STAAR test? YES! Steam and leaf plot was on the 4th grade STAAR test that was given last week. I have a math degree and that's the last I'd pick to teach of the five I listed, but hopefully my kid's teacher spent time on it so he could learn how to steam and leaf plot.
i do think teachers can be judged by the results but we have to do it correctly. Most often i hear the complaint stated something like this...."little johnny came into my class reading below grade level(3rd grade) and now, one year later, I'm judged because he is still below grade level (4th)"It depends on who's making the complaint. Teachers often complain for the reasons you mention. They also don't like that the tests are sometimes used to judge them, which is often unfair.
However, parents also complain because they think the test's standards are too low. They also think kids who might be able to answer the test questions correctly don't necessarily know the material but are getting them right because they've been taught tricks to guess correctly.
Teaching is like every other profession. there are some awesome ones and some bad ones that are skating by. I don't think that "blaming" is the right answer in most cases but that is not the same as saying we shouldn't judge their performance by their outcomes. Good teachers can and do achiever better results than bad ones and it is a metric than can be measured and can be managed to. it is just that many don't like being measured because it is scary for them. I get that. I've worked in companies where the end of year was kind of a intuitive shrug and I've worked in places were being in the bottom 1/4 meant bad things for your career. That's a scary prospect for some. Particularly the type of personality that often goes into teaching.Yea MrD
I never understood blaming the teacher
unless every single student of a teacher did lousy
well doesn't that speak to "make better tests" rather than do away with the test. You don't prefer leaf and steam. If 80% of other math teachers agree that those are valid but less useful than bar or dot. then the experts should design the test to focus on bar and dot and then tell the teachers "we are focusing on bar and dot" and then the teachers "teach to the test". The result would be that the test focuses on the most valuable skills, the teachers teach the most valuable skills and the kids learn the most valuable skills. The problem is not "teaching to the test" is the disagreement between test makers and teachers about what the scope and priorities are.
i do think teachers can be judged by the results but we have to do it correctly. Most often i hear the complaint stated something like this...."little johnny came into my class reading below grade level(3rd grade) and now, one year later, I'm judged because he is still below grade level (4th)"
The answer is that we don't hold teachers accountable for absolute grade recommended achievement, but rather the incremental improvement the average of her class made. so if little johnny came into the class at a score of 3.5 grade level and left her class at 4.5+, then this teacher did her job. If little johnny now scores a 5.0 then this teacher should be commended and given a bonus.