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> There are plenty of people who can do the technical side of teaching the curriculum. Most of them can earn more elsewhere [...] Yes. One problem I come acr
by fn-mote 4y ago
> There are plenty of people who can do the technical side of teaching the curriculum. Most of them can earn more elsewhere [...]
Yes.
One problem I come across repeatedly is: how do you identify whether someone has the technical competence to do the teaching? Is there any way of knowing if they're doing a good job?
As an IC they are implementing features and shipping products. As a teacher...? Test scores going up is uncorrelated with teaching quality, apparently. (NYC, just look at the scatterplot in [1].) So it seems like there's a deep problem here.
Now imagine someone in K-12 hiring a CS teacher. Who do they have that is competent to evaluate the skills of the person they want to hire? Probably nobody at all.
[1] https://garyrubinstein.wordpress.com/2012/02/28/analyzing-released-nyc-value-added-data-part-2/ https://garyrubinstein.wordpress.com/2012/02/28/analyzing-re...
- klyrs 4y ago> One problem I come across repeatedly is: how do you identify whether someone has the technical competence to do the teaching? Is there any way of knowing if they're doing a good job? Classroom observation. It's really not that complicated.
- costco 4y agoThere's something called Math for America that offers a substantial stipend to math teachers in New York with an application that involves a written portion, observation reports, recommendations, Praxis test scores, and interviews. > There are plenty of people who can do the technical side of teaching the curriculum. Most of them can earn more elsewhere [...] It's funded by a billionaire former mathematician who wanted to address this exact issue.