. The public and its school; a statement of the means of finding what the intelligent public expects of children and how a school system may be managed to deliver the goods. hers record in successive schools towhich she is transfer-red rises and falls likethe waves of the persons ratingthe same teacherat the same timevary from A toC in their lack of standardsin terms of successleaves the rating sur-charged with subjec-tive influences. Theappraisal is temperamental on the judges part andnot supported by evidence. The defence of a rating inspecific cases fails to convince any
. The public and its school; a statement of the means of finding what the intelligent public expects of children and how a school system may be managed to deliver the goods. hers record in successive schools towhich she is transfer-red rises and falls likethe waves of the persons ratingthe same teacherat the same timevary from A toC in their lack of standardsin terms of successleaves the rating sur-charged with subjec-tive influences. Theappraisal is temperamental on the judges part andnot supported by evidence. The defence of a rating inspecific cases fails to convince any one because the recorderhas no supporting data. A principal who has rated ateacher nonmeritorious feels, in case of an appeal, thathe is to be put on trial as if for misdemeanor. It is somuch easier to rate a teacher A (superior) than togive any other record that our rating system from lack ofenforcement becomes an approval of the a principal correctly rates a teacher inferior andthereby saves the city eighty dollars, the chances are thathe will be put to sufficient trouble and annoyance to drivehim into the ranks of those who never mark a teacher[56]. TIME IS NOT MERIT down. There is no specific protester against over-ratinga teacher, no watch-dog of the treasury to prevent pay-ment as if for meritorious service to an inefEcient benefi-ciary. The Brooklyn principals need strong backing toencourage them to use the rating system for the purposewhich led to its introduction. It ranks as a promiseunfulfilled. The reforms proposed by teachers, princi-pals, and superintendents this year emphasize frequentand thorough inspection by some one acquainted withthe problems of the school and class; first-hand knowl-edge of the work; material reasons accompanied byevidence. These essentials are procurable to a largedegree by issue of directions to principals and by help inthe way of suggestions as to how to get data for official provisions for these ratings empha
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