Comments on: Monthly Performance Reviews at Work http://clairvoy.com/2010/01/25/monthly-performance-reviews-at-work/  teaching effectiveness & teacher productivity Mon, 08 Mar 2010 21:59:16 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: Mark http://clairvoy.com/2010/01/25/monthly-performance-reviews-at-work/comment-page-1/#comment-26 Mark Tue, 26 Jan 2010 23:02:06 +0000 http://clairvoy.com/?p=551#comment-26 If we leave room for it, people want to understand what they are doing. I think it all comes down to the management. Good principals hire good people and sack (even with all the safeguards in place) bad teachers. Bad principals hire bad people and sack (even with all the safeguards in place) good teachers. One can't manage personnel from the Federal level, with standardized tests. One test a year with everything on it will point out the trouble. If we leave room for it, people want to understand what they are doing. I think it all comes down to the management. Good principals hire good people and sack (even with all the safeguards in place) bad teachers. Bad principals hire bad people and sack (even with all the safeguards in place) good teachers. One can’t manage personnel from the Federal level, with standardized tests. One test a year with everything on it will point out the trouble.

]]> By: Unlimited http://clairvoy.com/2010/01/25/monthly-performance-reviews-at-work/comment-page-1/#comment-25 Unlimited Tue, 26 Jan 2010 21:38:41 +0000 http://clairvoy.com/?p=551#comment-25 The sinker here is coming up with a valid indicator of thinking. How could we measure thinking in students - levels? categories? And what would each of those measurements mean? Would guiding questions and critical thinking questions then become learned/memorized material? Just because a student says a phrase, doesn't meant they'll understand it. I'm with you. Just need to find a way for them to inherently "think" without just learning the steps and words. The sinker here is coming up with a valid indicator of thinking. How could we measure thinking in students – levels? categories? And what would each of those measurements mean? Would guiding questions and critical thinking questions then become learned/memorized material? Just because a student says a phrase, doesn’t meant they’ll understand it.

I’m with you. Just need to find a way for them to inherently “think” without just learning the steps and words.

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