Yes, se­nior­ity does a≠ect the per­for­mance of teach­ers

The Denver Post - - PERSPECTIVE - Re: Walt Hei­den­felder,

Time and again we see mem­bers of so-called think tanks make grandiose state­ments about ed­u­ca­tional is­sues only to fall short of va­lid­ity be­cause they haven’t done the re­search that would lend va­lid­ity to their opin­ions. In­stead, they robot­i­cally ev­i­dence the same be­hav­ior as every other mem­ber of the or­ga­ni­za­tion by es­pous­ing the fetid bi­ases and pro­pa­ganda of fel­low mem­bers.

Mea­sure­ment of teacher per­for­mance and con­comi­tant com­pen­sa­tion should not be in­flu­enced by mis­in­formed sen­tinels of cap­i­tal­ism. Those who re­ally know about teach­ing — teach­ers — should be con­sulted. They’re the ones who care for and about stu­dents and whose lives are per­son­ally in­ter­twined with kids, fam­i­lies and com­mu­ni­ties. It turns out that se­nior­ity ac­tu­ally does en­hance teacher per­for­mance, and it takes years of on-the-job ex­pe­ri­ence to be­come a great teacher. In com­par­i­son, mis­guided free-mar­ket no­tions of aug­ment­ing teacher com­pe­tence make lit­tle dif­fer­ence.

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