When we sort and select, we decide to provide different opportunities and
expectations to different students. Smart kids move to an advanced
(gifted and talented in some cases) and are provided lots and lots of
opportunities to learn complex material and provided support.
Kids, who do not appear as smart are diverted toward courses that are less
difficult with lower expectations. Educational research shows that a key
component to educational success is high expecations. When we expect a
lot, we get a lot more often, If we don't expect much, we don't get much.
Successful schools, especially in areas with high numbers of kids from
lower socio-economic backgrounds, do well when the school culture has high
expectations and a belief that all children can learn.
Is employee ranking the adult form of sorting and selecting? Does
employee ranking lead to lower expectations of those who rank low? Does
the lower expectations reduce productivity and effectiveness?
Performance evaluations/appraisals with feedback are important and needed,
but does "one-size fit all." For example, lets take teaching. Novice
teachers need someone to guide them in growth by providing not only
feedback, but specific strategies and ways to improve. The successful
veteran teacher migh benefit from some other feedback system. The basic
assumption in performance appraisal is that the appraiser knows more about
the work than the appraisee.
A veteran teacher might find more benefit by participating in a "cognitive
coaching (Costa & Garmston)" relationship with another sucessful veteran
than being evaluated by an administer who has far less teaching
experience.
The challenge is to have high expectations for all - employees and
students; and help build their capacity to reach those expectations.
Thanks for reading.
David Wilkinson
School Improvement Specialist
Des Moines Public Schools (IA)
Davidwilk@aol.com
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