The first time a World Bank education team tried classroom observations in Brazil, it nearly provoked a state-wide teachers’ strike. It was October 2009 in the northeast state of Pernambuco and two members of the team, Barbara Bruns and Madalena Dos Santos, had handed out stopwatches to school supervisors newly trained in using the Stallings “classroom snapshot” method to measure teacher activities.
Two days later, the stopwatches were on the front page of Pernambuco’s leading newspaper: the teachers’ union called for a state-wide strike to protest an evaluation tool they dubbed the “Stalin method.”
“I thought the grant money we had used to train observers was down the drain,” recalled Bruns, a World Bank retiree now a visiting Fellow at the Center for Global Development. “But the governor, Eduardo Campos, was unfazed. He publicly declared: ‘No one is going to stop me and my secretariat from going into public schools to figure out how to make them better.’ The union backed down and the fieldwork went ahead.”