Teacher Performance and Sensitivity to the Market Place

 In recent times, issues about education in colleges and high school have attracted much debate in education policy agenda with regard to the market place (Mills, 2010). This has followed the realization by various national governments, particularly the United States that the States have been insufficiently preparing students and vulnerable/marginalized ones are bearing the greatest brunt. The preparations  to choose a college discipline in this century are in progress.

Butler (2007) notes that the concerns of long-term socioeconomic as well as political implications that such portend have driven the debates in regard to teachers’ performance. He associates these to technology to becoming a crucial part in education in the American schools. Thus performance improvement focusing on some schools lacking the capacity to exploit or have is a major issue. This is more ingrained in the aims for the citizens to  maximize personal accomplishment, that is to say governments are now more focused in development of educational trainers who are more focused on promoting ‘‘socially cohesive democratic communities’’ that respond to the local and globally defined economic demands (Baker, 2000).

Moreover, governmental schooling reforms are today largely geared towards gratifying the needs of the universal marketplace (Mills, 2010). Regardless of these noble aims and assertions including opportunity to share technology, the challenge is the proposed methods  applied are either not well-construed or half-baked when it comes to practical implementation on measuring teacher’s effectiveness (Butler, 2007).

 Sunderman (2010) notes that the act ( reauthorized Elementary and Secondary Education Act (ESEA)   Had  the view to critically accessing high school crisis so systems and structures are  effective  to enable students graduating from high schools, adequately ready to take on professional disciplines in colleges. Broadly, therefore, a number of federal policies that  play an important role to make sure policies are congruent with the changes and ‘‘common standards initiative’ to take the leading roles and facilitation of partnership with other players in the education sector. This promotes teacher effectiveness (Gay et al, 2000).