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Social promotions in elementary school

Attitude problems from parents and kids


Lack of ambition in kids
Not enough instruction time
Unprepared kids
No consequences for bad behavior or lack of work
Discipline without the backing of administration.
Student absenteeism.
Time constraints to complete professional development.
Administration that does not know what you do and/or teach.
No time in workday for grading.
Parents that back their child's bad behavior.

10 Policy Issues States Must Address but ORGANIZATION


Ignores

1. Performance management policies that do not hold administrators


accountable for creating conditions necessary for teachers to teach
effectively (like time for elementary teachers to teach science);

2. The lack of capacity in state agencies to assemble linked teacherstudent databases that educators can use to improving teaching and
learning;

3. The development of common tools and strategies so that educators


can use value-added ratings in valid and reliable ways (check out the new
research of Heather Hill, Tom Kane, and Jesse Rothstein);

4. The lack of attention to joint funding for higher education and school
districts (as well as non-profits and social service agencies) required to fuel
the teacher education reforms (e.g., urban and rural teacher residencies)
that are so important for the schools of tomorrow;

5. Weak guidelines for holding traditional and alternative certification


programs accountable for performance and teacher retention (the

ORGANIZATION report focuses only on university-based teacher education


programs for some strange reason, despite the growing alternative pipeline);

6. The lack of attention to grow your own teacher development


programs that build capacity for local communities to cultivate new recruits
who are more likely to know students and families and remain in teaching for
the long haul;

7. The lack of focus on developing teachers with content-specific


teaching knowledge (and not just subject matter knowledge);

8. The guarantee that no teacher teaches special education without


extensive training in serving the increasing numbers of different students
with serious and diverse learning challenges;

9. The lack of attention to creating more hybrid teaching roles so that


effective teachers can lead policy and pedagogical reforms without totally
leaving the classroom; and

10. Obstacles that prevent all preparation programs from ensuring that
new recruits know how to: (a) teach the Googled learner (who can find any
piece of content at the tap of a finger); (b) work with growing numbers of
second language learners, and (c) develop and use tools in the classroom to
measure student progress toward meeting the Common Core standards.