I’m saying that past a certain point good/bad performance is less clear than you’re claiming it to be. Elaborate systems have been made measure and quanitfy te

I’m saying that past a certain point good/bad performance is less clear than you’re claiming it to be. Elaborate systems have been made measure and quanitfy teacher effectiveness; however, it’s not a solved problem. Obviously problematic teachers do get dismissed. Like I said elsewhere in this discussion, my first three years of teaching I could be fired without cause. After that, I could be dismissed after two poor performance reviews or with cause. You’re arguing that teachers known to be “bad” are being protected from firing. I don’t believe this is true - at least in my experience as a teacher in the Midwest. I’m saying that once you get beyond a certain threshold for quality it becomes very difficult to separate teacher effectiveness from other noise in the process. Because of this, there are some teachers who may be more effective than others (and possibly some who are only marginally effective); however, we can’t accurately identify them or what makes them better/worse.