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The Impact Of The Principal In The Classroom


Here's a control that the MET could use. Its not precisely what you are writing about, but I think it could be the most significan flaw in their methodology. Paul Tough and Nadine Burke explain that when you have 8 to 10 kids who have been traumatized so much that their cognitive functions have been altered, in an inner city class, you get a "culture of hitting and fighting." Principals, however, are socialized to not consider that reality, and with IMPACT, apparently, evaluators are supposed to discount that. Why not propose to the MET that they study videotapes of classes like that according to their standard routine and fill out their rubrics? Then, fully brief other evaluators on the IEPs, disciplinary and criminal records, the mental illnesses, AND DISTRICT POLICIES FOR DISCIPLINE AND HOW THEY HAVE OR HAVE NOT BEEN ENFORCED. Give them a holsitic view of the challenges that teachers face within a historical context. Then, compare the grades given by evaluators who know the whole story with the results of evaluators who don't. I bet you see huge differences. I also bet that researchers would be stunned to see the challenges faced in the toughest neighborhood schools.


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