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Grade Me: The Trouble With Teacher Accountability

When it comes to education and what to do about our schools, everyone has an opinion. Melinda, a high school teacher, turns up the heat on the politicians, the teacher’s union and her teaching colleagues to ask the burning question — how can we improve the practice of teaching?

As a profession, teaching is one of the great political footballs. We teachers are often regarded, if not with actual contempt, then certainly with extreme suspicion. We have it easy, what with all those holidays we take and with the wage we earn, not to mention the accolades and praise we are occasionally given. Worse, we are constantly claiming some sort of special status, as if the work we do is somehow exempt from the performance measurements, standards measurements and efficiency criteria that everyone else has to work with. We’re forever going on strike and when we are at work it’s the taxpayer who’s footing the bill. The cheek!

I am not here to again have that fight, so let me clear up a few things right away. No-one wants students or teachers to fail or do badly. No-one. Not the administrators, not the public, nor any government, and certainly not the teachers themselves, or the students. The continuing decline in educational performance is of real concern for all of us. We should take no option off the table when it comes to addressing the problem. If performance pay for teachers helps, we shouldn’t resist it. If greater accountability gives us better teachers, then make me more accountable. The politics of education is distracting and so far only seems to be scoring us own goals.

This may be tired old territory, but I’m tired of other people trampling through it, speaking on my behalf. I want to tell you what I know about teaching as a teacher, explain some of the biggest obstacles to good practice and what might help clear some of them.

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