From Education Week:
By Christine Emmons
The current educational climate seems riddled with blame, especially the blaming of teachers. Teacher-bashing is very much in fashion.
We dissect the qualifications of teachers. We examine educators microscopically to judge who is “highly qualified” and who is not. We demand competency in content areas. We require rigorous state certification. We expect continuous improvement. And yet many of us, including many policymakers, do not consider the psychosocial climate in which teachers function, nor do we regularly examine the type and level of support that teachers need in order to function well.
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