TEACHERS' GRADING

New Zealand Herald, Volume LXXI, Issue 21982, 13 December 1934, Page 17

TEACHERS' GRADING

Sir, —The close of the school year is an appropriate time for the Education Department to review the present grading; system, with a view to improvements. No faultless system will be possible, but surely an improvement is- urgent. Perhaps the Teachers' Educational Institute could suggest it. The present yearly grading advance marks are very fallacious in regulating promotion. Length of service might act as successfully. The strength of the present system is its theory—its weakness is practical application. It requires too much from inspectors. How can these men, in a few hours, estimate the separate ability of the pupils and the sta,ge of advancemdnt at which a teacher received them? Or measure the complex homo influences for or against their year's progress? Again, inspectors themselves vary greatly in ability, education and personality. " What dods lie lay stress on?"—more commonly, "What are his fads?"—is a question very familiar to teachers. Does lie stress spelling, writing, teachers' work books, dust on shelves, etc. ? "When the inspector has gone I will be able to do some real teaching," is a remark I have often heard. That the system is effete may bo realised from countless results. It would bo unprofitable to quote examples of efficient teachers retarded by the present system. It would not help them to publish their grievances, and thev believd it is unwise to appeal, even though the appeal board be favourable to them. But unmerited promotion is easily verified and is convincing proof of ,the case against the system. Hauraki.