【導讀】原文所涉及內容與課題有較好的關聯(lián)，翻譯難度適中。譯文格式符合規(guī)范，按時完成了外文翻譯任務。感謝明智的教育部門的同事他們給出有益的反饋。教育部門是一個獨立思考的敢于挑戰(zhàn)教育政策傳統(tǒng)思維的機構。開發(fā)新的創(chuàng)新的解決方案，針對我們國家的最緊迫的教育問題。已結束，從墻壁撕下來的藝術品，卷起來并送回家給了家長。在最好的情況下，有。的認可，至少要做個人滿意的工作并且做好。但今年以來，哥倫比亞公立學校學風。為全國區(qū)域的教學系統(tǒng)設計的系統(tǒng)稱為IMPAC，這是一。級成績評價教師。IMPACT是MichelleRhee開始著手改革項目中最具爭議個的一個，。們密切關注這個在國家首都進行的模板測試。他們這樣做是為了將最好的來自實踐。的具有鼓勵意義的課程制作成標準來評估教師并幫助提高教師水平。力的工具去核準并且給出想要的結果是如此之難。同時，IMPAC也在發(fā)展，盡管他最大得反對者也認為。人之間的巨大的差別是11個地區(qū)中最大的。那些老師簡稱為教條1，教條2并以此來增強記憶。

　　

【正文】 Overall, the IMPACT system rates teachers on a bination of factors, some weighted far more heavily than others. Classroom performance on the Teaching and Learning Framework counts for 35 percent of a teacher?s overall rating。 student test scores (socalled valueadded data) for teachers in grades that take standardized tests count for 50 percent。 mitment to the school munity gets 10 percent。 and school valueadded data—a measure of the school?s overall impact on student learning—is worth another 5 percent. On this last measure, all teachers in a school receive the same score. Teachers who are not in testing grades—whose students are not required to take standardized reading and math tests—do not receive valueadded data, and so their classroom performance bees even more important, counting for fully 75 percent of their score. For these teachers, a ponent called“ teacherassessed student achievement data” counts for 10 percent, and the other factors count the same as they do for the other teachers. For both categories of teachers, the final score is then adjusted based on Teachers not 10 percent。 and school valueadded data—a measure of the school?s overall impact on student learning—is worth another 5 percent. On this last measure, all teachers in a school receive the same score. The valueadded measure is, of course, controversial tying as it does teacher performance to factors they say are very often beyond their control. And it has drawn further fire with recent reports of cheating by teachers and administrators on the tests on which it is largely based. Yet, surprisingly, that is not what has teachers most agitated. What IMPACT really es down to for the 86 percent who are not in testing grades is classroom observation. Even more than the test scores, it is this method of measuring teachers? onthejob performance that critics say can treat them too subjectively and, by extension, misjudge them mischaracterize them, and force them to teach in an overly prescriptive way. The View From the Classroom Every teacher in the district is observed five times a year: three times by a school administrator (usually the principal) and twice by a “master educator,” an outside teacher trained in the same discipline who is seen as an impartial third party. The observations take 30 minutes—usually no more and never any less—and all but one of the administrator visits are unannounced. Based on these observations, teachers are assigned a crucial ranking, from 1 to 4. Combined with other factors, they produce an overall IMPACT score of from 100 to 400, which translates into “ highly effective,” “effective,” “minimally effective” or “ineffective.” A rating of ineffective means the teacher is immediately subject to dismissal。 a rating of minimally effective gives him one year to improve or be fired。 effective gets him a standard contract raise and highly effective qualifies him for a bonus and an invitation to a fancy award ceremony at the Kennedy Center.