Quotes & Sayings About Teachers Performance

We will not achieve high performance in education if we replace teachers with machines or turn teachers into machines. — Andy Hargreaves

A top-quartile teacher will increase the performance of their class - based on test scores - by over 10 percent in a single year ... That means that if the entire U.S., for two years, had top-quartile teachers, the entire difference between us and Asia would go away. — Bill Gates

The solution to the problem of poor performance scores had been a new system of grading that would encourage students to stay in school as well as improve their self-esteem. Beyond these important, admirable goals, it also had a more immediate purpose: it would undoubtedly reduce the school's notoriously high failure rate, which had become an embarrassment to the school and to the school board. Under the plan, equal weight was given to class participation (which to some teachers meant simply showing up, because how on earth were you supposed to quantify participation?), homework, weekly tests, and a final exam at the end of every six-week period. A student could flunk every weekly test as well as the final exam and still pass a course for that period. — H. G. Bissinger

The more time I spent in Finland, the more I started to worry that the reforms sweeping across the United States had the equation backwards. We were trying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis. It made sense to reward, train, and dismiss more teachers based on their performance, but that approach assumed that the worst teachers would be replaced with much better ones, and that the mediocre teachers would improve enough to give students the kind of education they deserved. However, there was not much evidence that either scenario was happening in reality. — Amanda Ripley

Even we set aside the nearly 50 percent of all beginner teachers who choose to leave the profession within five years - and ignore the evidence that those who leave are worse performers than those who stay - it is unclear whether teachers are formally terminated for poor performance any less frequently than are other workers. — Dana Goldstein

The single most important thing in a child's performance is the quality of the teacher. Making sure a child spends the maximum amount of time with inspirational teachers is the most important thing. — Michael Gove

One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students' academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are merely passive recipients of their teachers' influence. — Diane Ravitch

The most successful teachers in low-income communities operate like successful leaders. They establish a vision of where their students will be performing at the end of the year that many believe to be unrealistic. They invest their students in working harder than they ever have to reach that vision, maximise their classroom time in a goal-oriented manner through purposeful planning and effective execution, reflect constantly on their progress to improve their performance over time, and do whatever it takes to overcome the many challenges they face. — Wendy Kopp

Great teachers and schools expect and nurture quality work and quality performance. Great teachers inspire and demand quality, ever urging their students to higher levels of excellence. They shun mere conformity and expect their students to think and perform to their ever-increasing potential. — Oliver DeMille

When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others. — James Hugh Comey

The foundations demand that public schools and teachers be held accountable for performance, but they themselves are accountable to no one. If their plans fail, no sanctions are levied against them. They are bastions of unaccountability. — Diane Ravitch

One of the acid tests of our integrity is whether or not we keep the commitments and promises we have made or whether there are loopholes in our word. We might appropriately ask: Do we live the honor code with exactness, or are there loopholes in our word - cracks in our foundation of integrity? Do we honor our commitments as home teachers and visiting teachers, or are there loopholes in our performance? In other words, is our word our bond? — Tad R. Callister

The people who say poverty is no excuse for low performance are now using teacher accountability as an excuse for doing nothing about poverty. — David Berliner

Social scientists generally agree that students' families (especially family income, which determines advantages and opportunity) have an even bigger impact on student performance than their school or teachers. — Diane Ravitch

Let's make it clear for the dimmest bulbs among you: the kids at Columbine High didn't die from too many guns, they died from too few. I'm not suggesting that the teachers should have carried guns not as franchised agents of the state. They should have carried guns as ordinary individuals, exercising a sacred right, and in performance of a solemn duty to protect the young lives that were placed very foolishly, as it turned out in their hands. — L. Neil Smith

One overly simplistic idea is that we can improve student performance by just by giving financial incentives to parents, teachers, or kids. Unfortunately, there is little evidence that such incentives are effective, but nuances matter. — Richard H. Thaler

Technology has enormous potential to address educational needs more efficiently, help teachers improve their performance, and enrich and individualize student learning. — Wendy Kopp

consistent caretakers and allowed to interact with one another, that their survival rates improved (Blum, 2002). What better evidence is there that the brain is a social organ requiring positive human connection as much as food and water? Educational experts are guilty of a similar myopathy when they focus on curricular content and test performance rather than the social world of students and teachers. — Louis Cozolino

Formative assessments nurture hope and say to students, 'You might not get this yet, but you will. Here is something else you can try that might help you understand and improve.' Formative assessment empowers teachers and students because it gives them specific information about individual performance. When teachers share the information with students, students have a concrete way to improve. — Cris Tovani

Self-respect isn't something a teacher or a coach or a government can hand you. Self-respect grows through self-created success: not because we've been told we're good, but when we know we're good. Not everyone gets a trophy, because not every performance merits celebration. If we want our children to have a shot at resilience, they must learn what failure means. If they don't learn that lesson from loving parents and coaches and teachers, life will teach it to them in a far harsher way. — Eric Greitens