are two big names in teacher instruction models; their work has been debated and argued, but both have been surprised to find it reduced to simple evaluation checklists that have frustrated and angered teachers over the years.
And like all evaluation, teacher evaluation must have a specific purpose.
All of this means that much of the hard work lies ahead for Maine. That's okay. When challenged on the toxic results and general ineffectiveness of test-centered accountability, testocrats often reply,"Well, then, what do you want to do instead." That's not a legitimate answer. If I collapse on the sidewalk and someone runs up with a chainsaw and yells,"Step aside.
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