Thread by @JustinParmenter

With all due respect to Eckel and Vaughan's marketing advice here, lowering the bar so that anyone who can pass some online quizzes can become a teacher is not a "student first model"--it's a recipe for disaster. #nced #ncpol

https://twitter.com/nckhui/status/1598062222424838146

Research is clear that the most important driver of student learning is having an excellent teachers.

This approach would essentially allow anyone with a pulse to become a teacher. @SREBeducation and the Human Capital Roundtable, who drafted the plan at SBE's behest, would tell you that's fine because the "effectiveness measures" in Pathways will tell us who's doing a good job.

Up to this point, all the measures proposed have been highly problematic for various reasons. Standardized tests are inhumane, biased and represent just a single data point for a whole year of learning. Principal evaluations and student surveys are useful but highly subjective.

So we'll have unqualified people teaching our kids and--despite what SBE and DPI would have you believe--no accurate way of knowing whether they're doing a good job. What part of that sounds like good policy?