<p>I have wondered this many, many times, poetgirl.</p>
<p>There are so many ways to “notice” that a teacher is not doing a good job, or in the wrong job.
Obviously, each school has its own system (or not any at all, in some cases) for evaluating and firing teachers.</p>
<p>Certainly there are cases where there are varied experiences with certain teachers, any one size does not fit all students.</p>
<p>But, honestly, is it unreasonable to wonder why the very obviously ineffective teachers do not get fired?? </p>
<p>The OP is a teacher, but she dared to bring up this subject, so I respect that.
But teaching is a job, not a right. Nor a permanent role.
Being a parent is a more permanent position. Some people should not become parents in the first place. And bad parenting hurts the kids. But bad parents do not get fired, do they?</p>
<p>To me, the point of education is the KIDS.
Teachers want parents to put up and shut up, or more nicely put, keep quiet and trust them.
While they cannot get a parent “fired”, if they think a parent is doing a bad job with one of the students in their class, likewise, they should focus on the child, and leave out their labeling of parents, as they ask parent to do for them. {Golden Rule}</p>
<p>Teaching IS a results-oriented job!!! Even if the measurement of the results can be subtle and somewhat subjective.</p>
<p>I think, as a parent, I know my child. I would hope that a teacher would welcome my perceptions and information about one of their students, including what is happening at home with their work and how much they seem to be learning. I see their opinions of my child in many ways, and welcome any thoughts they have that would benefit my child as a student academically, ethically or socially. And since we are both adults, and we share a common goal- helping my child be a productive member of society, we should be able to also handle disagreements with mutual respect and maturity.</p>
<p>In one of our family’s schools, the teachers were very very well-taken of, with many excellent perks. The lines of communications about “issues” were laid out clearly: first, reach out and discuss with the teacher. If that proved ineffective, then discuss with Head of school. The problem was that the Head did not observe the teaching ever, at all, never checked in on the classrooms, etc… So it was difficult to get much traction. The Head did what he wished, appearing to listen, But it was all about his own desires and the exercise of power, so things did not get corrected very often.
Also, one of his techniques was to make you feel like an entitled taker if you were worrying about your child, but also to forbid generalizations about all the kids (who are you to know about anyone but your own child??), and tgo act as if the issues you described were the first he had heard of them {patently untrue}- totally no win.
i was surprised because the Head was a parent and had taught for many years, so i expected that there would be lots of observations and coaching,., Instead, the hands-off approach was another perk for “his” faculty…Sigh!
I also came to feel less and less confidence in the Head’s ability to HIRE good teachers…
And there were lots of issues with the curriculum, but that was NOT considered any of the parents’ business.</p>
<p>Point of story is that any system of feedback needs good people with the right motives to make it work for the kids.</p>