They haven't figured out a damn thing regarding what makes a good teacher. At best, they've figured out how to find which teachers are good. That's not nearly a

They haven't figured out a damn thing regarding what makes a good teacher. At best, they've figured out how to find which teachers are good. That's not nearly as helpful. It's barely helpful. What happens when you find the bad teachers? Fire them and hope the fresh-faced college grads do a better job? So much of this debate on teachers is leans towards the carrot or the stick. Wanting to reward the best teachers because it makes you feel like you're helping is fine, but don't fool yourself into thinking it'll hugely improve instruction. Teachers aren't going to suddenly go, "Oh, wait, you'll pay me more if I'm a good teacher? I'm going to start trying!" (One or two might, but those outliers exist in any field, and are hardly the issue.) In every district I've taught, very little time is given for teachers of the same subject to collaborate, observe each other, and improve their own teaching. Every year, we have to get 20 hours of professional development. Tell me, are 6 minutes and 20 seconds of development per teaching day going to improve instruction?