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The Categorical Imperative In New Teacher Evaluations

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I think four categories makes sense. Most teachers will not be at the very bottom or very top, so having two middle categories forces evaluators to decide if they are on the higher or lower side of proficient, rather than just lumping them in the middle. Having multiple categories should also force evaluators to start supporting their ratings with evidence and norming across teachers and schools. It's very hard work, but if evaluation is going to play a meaningful role in guiding professional development and improving teachers' skills, it needs to be more nuanced than just thumbs up or down.

Glad to know that the institute continues to have the back of policy makers in their role as researchers. Always amazed that those who write have and never will be educators who actually work with children. Oh, and surely do not deal with the policies/ideas from office (or cubical in your case) workers.

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