REPORT ON TEACHERS' RATINGS During the year of 1916 the Ungraded Class Teachers' Association of New York City became interested in the subject of teachers' ratings. A Committee on Teachers' Ratings was appointed by the Association and directed to obtain the point of view of teachers and leading educators throughout the country. The following questionnaire was sent out: 1. Do you believe it is necessary to rate teachers in service? Why? 2. If you believe it is necessary to rate teachers in service, what marking system would you use? Denote by check. (a) A, B+, B, C, D. (b) Per cent. (c) Satisfactory or unsatisfactory. (d) Fill in any other system you may prefer. 3. In order to have a uniform scale of measurement, on what points could you rate teachers? 4. By whom should teachers be rated? 5. How often? 6. If you do not believe it is necessary to rate teachers in service, by what means would you give recognition to the good or better teacher? 7. Suggestions. Signed. After careful consideration of the answers received from those to whom the questionnaires were sent, two reports, a majority and a minority,* were submitted by the committee who had the matter in charge. These reports follow: BRIEF: SHALL TEACHERS BE RATED Everywhere and at all times man is being rated by his fellows in one way or another. We say a person is wise or foolish, kind or cruel, thoughtful or selfish and immediately a judgment has been made of his character he has been rated. Life is a succession of these ratings, which, if good, make for greater self-respect and continued effort; if otherwise, for the determination and the effort to improve, until, when life's task shall have been completed, we shall hear the rating of the Great Master, "Well done, thou good and faithful servant.' We are engaged in a work that has so great an influence in the moulding of a child's mind and character that nothing but the highest possible efficiency should be tolerated. Rating encourages to the highest effort. The following are reasons advanced by teachers, teachers' associations, principals and superintendents for the necessity for ratings: *To appear in March issue. I. Reasons given for ratings. 1. In the interest of their own growth. 2. As a basis for promotion to positions of greater responsibility and salary. 3. Some need to be kept up to standard in this way, and rating only those would create class distinction which would be decidedly objectionable. 4. We are civil service employees. Some are good, some are better, some are best. A record of efficiency is required everywhere of civil servants. 5. For a teacher's protection a record is needed under change of inspecting officers. 6. Standards give aim. We all need stimulus. 7. Good teachers appreciate just ratings and are ambitious to raise them if possible to the highest standards. 8. In order to keep the standard high. 9. To encourage the good teacher; to arouse the poor teacher to better efforts. 10. An official record can be appealed to, when claiming consideration for any purpose. 11. It acts as a supplementary conscience. 12. It keeps teachers professionally alive. 13. To record evaluation rather than opinions. 14. It is a fair way of comparing a teacher's growth with her record in previous years to know whether a system is growing stronger in the ability of its teachers. 15. It is an aid to the inspecting officer enabling him to make a careful and balanced judgment of his estimate of the value of each teacher. 16. In a large and complex system records of the ability of teachers is a necessity-in a small community ratings may be unnec essary. 17. There must be some way of ascertaining the efficiency of every individual connected with a school system. In a perfect situation, with ideal personalities to deal with this would not be necessary, but it is due to good teachers as well as to indifferent ones that some system as just as possible be arranged by which efficiency may be known. II. A marking system is necessary. 1. Present markings are unsatisfactory. a. "A," "B," and "C" depends on the severity or "easiness" of the marker. b. "D" is so seldom used it should be abolished. A teacher who deserves such a rating should be made to resign. 2. The words "Satisfactory" and "Unsatisfactory" are better. a. A column of remarks or reasons, and for noted special points of excellence or the reverse, accompanying the rating, would be fairer. III. Points on which teachers should be rated. 1. Fidelity, intelligence in choosing means to produce educational 2. Ability to encourage initiative, to drill, to discipline, to organize 5. Efforts to keep alive and up-to-date in her profession. IV. Teachers must be rated by those in authority. 1. Principal observes teacher's work oftener than any other person, therefore, he should rate the teacher. 2. The supervisor who knows more about the work than any other person should rate the teacher also. 3. A committee of teachers not desirable. a. Knowledge limited. b. Loss of time and money to city. c. Ill feeling may be aroused. V. Number of visits for ratings. 1. Once a year for first three years every third year thereafter. The above brief indicates the necessity for ratings both for the good of the service and the good of the teachers. There is no other method equally fair of recording merit or determining promotion. It should not be administered mechanically-the judgment of more than one supervisor is necessary. We, therefore, recommend 1. That, the Ungraded Teachers stand for just ratings. 2. That the words, "Satisfactory" or "Unsatisfactory" be used so that teachers will not be overburdened by the fact that ratings are given. 3. That the points on which teachers be rated be broad-not petty details. 4. That teachers be rated regularly and by those in a position to know. 5. That, in so doing we are striving to make our system the very best. If good teachers be not rewarded, a school system suffers. Respectfully submitted, HELEN M. LONG. METHODS LESSON PLAN LESSON FOR VALENTINE'S DAY FOR YOUNG CHILDREN LILLIAN M. WATTS LAFAYETTE SCHOOL, ROXBURY, MASS. Teacher's aim:-To teach making of a valentine, and at the same time show the opportunities for sending messages of love and friendship, and doing acts of kindness. Pupil's aim: To make neat, finished valentine which will look as nice as the "store" valentine. Illustrative material (for each pupil):-Cardboard pattern of heart, white drawing paper, pen, pencil, red crayon, white writing paper, red string, punch, blackboard. Subject Matter I. Introductory talk. 1. St. Valentine's Day, February 14. 2. Talk about St. Valentine; his acts of kindness, etc. 3. Talk about different ways of being kind, considerate and of service. At home. In school. Outside, etc. Subject Matter 4. Speak of the custom of sending 6. Have children see the kindly Method Who can tell me what day it is? Why do we celebrate this day? What can we do to show thought of other people, animals, etc.? Method How do people celebrate this day? Who can describe a few kinds of valentines? Is it polite or nice to hurt anybody's feelings or make fun of their peculiarities? What should we do then, about "comic" valentines? Which would you rather receive? Then, which would you rather send? Subject Matter Each child places his pattern of heart on white drawing paper, and traces around it with pencil. Repeat. Be sure the strokes follow one direction all the time. This "heart" carries the message. Let each child suggest a little message: Teacher (or one good writer of the class), writes lines on board, with teacher's help for hard words, capitals. Subject Matter Valentines are made for mothers; for playmates; for sick or old people; also for younger or diffident or quarrelsome children. Method Who would like to make a Valentine? Show me how carefully you can trace around the pattern. Now draw another heart. Now cut out these two red hearts, evenly. Trace a third heart, but on white writing paper. I should like to have somebody tell me what to write on this little leaf. "To my Valentine" "I love you" "My heart for you" "Love to my mother" Method Each child chooses a line to write and copies his selection. Now place three papers together, with the written message between the two red hearts. Punch holes in top. REFERENCES HISTORY COMPILED BY MISS DORA FUCHS P. S. 65 MANHATTAN American History-Perry & Price. American History Story Book-Blaisdell & Ball-Little, Brown & Co. Fifty Famous Stories-Baldwin-American Book Co. Mace's Primary History-Rand & McNally. Stories of Our Country-Dawes. Stories of Great Americans for Little Americans-Eggleston-American Book Co. History Reader for Elementary Schools-Wilson-Macmillan Co. WASHINGTON Little George Washington-Story Hour-Wiggins & Smith. Revolutionary Tea-Stories of Colonial Children-Pratt Educational Pub. Co. |