RATING
The much discussed problem of rating of teachers, first used in 1896 in Milwaukee, is the cause of considerable “grief” among many. We are all rated in one way or another, and after all why be sensitive about it? A good cure is a self rating card, filled in carefully, prayerfully, and then laid aside until next self rating day arrives. Self competition is bound to yield good results. Let us learn to look in the mirror without flinching.
Whatever system is used the teacher should have a copy of the score card and thereby learn upon what qualities to place values. The score card is especially valuable for the reason just given. No teacher should rise or fall on the strength of one rating, or on the strength of the rating of one person. Boice, Elliott and Rugg have all contributed much in the way of score cards. Mr. Cook of South Dakota explains a most interesting and meritorious system in use in his state.
It remains for Katherine Taylor Cranor to present the first self scoring card for the supervisor as an aid to efficiency in school work. It offers to each one upon whom the mantle of supervision has fallen food for thought. It must provoke any thinking person to a critical evaluation of himself and his work. The six main topics covered are in substance as follows:
1. Educational, social, and personal qualifications: These include liberal education, tact, tolerance, poise, appearance, disposition, leadership, loyalty, ability to speak in public, patience, 260 points.
2. Course of study: Cooperation in making it, ability to interpret it, 140 points.
3. Relationship to teachers: Wise selection, consideration of health of teachers, growth, self improvement, initiative, effect on their lives, community needs, 200 points.
4. Duty toward instruction: Visiting classes, 300 points.
5. Attention to details: Text books, demonstrations, routine, 50 points.
6. Publicity, 50 points.
Total, 1,000 points.