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Re "The Teacher Evaluation Fight" (editorial, Jan. 19):
Teacher evaluations should be used to develop educators, not fire them, just as student evaluations should be used to develop students, not fail them. The goal of education should be to encourage introspection and thought, not obsequious compliance to an educational, government or classroom regime.
When teachers believe in what they are doing, there is conviction; when students see relevance in what they are studying, there is learning. When teachers mindlessly perform classroom acts so that administrators can check lists and when students perform because teachers order them to, thinking suffers.
Let each teacher write a statement of philosophy, "What I do in the classroom and why." File that statement in the front office. Let the administrator observe class and see if there is relevance between what the teacher believes and what the teacher does.
In the best teachers there is agreement among methods, practice and values. When there is disagreement, there is confusion, dysfunction and chaos.
America does not punish people for what they believe or who they are. Teachers should not be threatened or punished because they don't live up to a model they don't believe in or helped create any more than students should be punished for who they aren't.
Education should encourage thought, dialogue and growth, not reward blind obedience.
KEVIN O'NEILL
Ship Bottom, N.J., Jan. 20, 2013
The writer is a retired teacher.
To the Editor:
Any teacher evaluation process tied to student test scores is disastrous to students. You don't have to be an evolutionary psychologist to know that for the sake of survival, teachers will inevitably shave their lessons down to the fine points of mandated exams even more than they do already. This is no way to expand the minds of our children and fit them for successful lives.
The Regents are no longer graded in schools by the students' teachers, a practice that invited tampering. Instead, teachers are drafted to go to other schools, where they grade the papers of unknown students. The New York City Department of Education piloted this new scheme last June for many but not all Regents. But this June all exams will be graded in this new fashion.
Imagine the deluge next summer when the temptation to tamper is gone. Failure rates will leap and graduation rates dive. And who will be blamed? All those ineffective teachers, who else?
PHILIP NOBILE
Brooklyn, Jan. 19, 2013
The writer is a New York City high school social studies teacher.
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