Sentences with phrase «coherent systems of accountability»

Not exact matches

«The DfE needs to take a long hard look at this picture once the number of academies stabilises and design a more coherent system for the future which ensures proper accountability for schools.»

Ohio needs to resolve its long - term funding crisis, develop a more coherent system of preschool through higher education, adopt stronger academic standards and graduation requirements, create a better pool of teachers and principals, and ensure that all schools are held to the same accountability standards, the group says.

Since then, California has developed the basic foundations of a coherent accountability system.

Schools seldom have coherent content standards, accountability systems based on assessments of student academic growth, or an ethic of making publicly available the performance data that do exist.

By accountability, we mean that every school or education provider - at least every one that accepts public dollars - should subscribe to a coherent set of rigorous, statewide academic standards, statewide assessments of student and school performance, and a statewide system of incentives and interventions tied to results.

But states find it difficult to gain consensus on a coherent set of substantial and ambitious academic standards, to align their tests with those standards, and to get strong accountability systems working.

Since joining the Center in July 2012, she has worked with several states to articulate coherent, defensible theories of action aligned to state goals and policy initiatives, and has developed user - friendly resources that support the evaluation and refinement of educator evaluation and school accountability systems.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

Construct comprehensive and coherent systems of state and local assessments of student learning that: • work together to support instruction, educational improvement and accountability • use multiple indicators at multiple points in time • link assessment to instruction and curriculum • strengthen teacher capacity to assess.

ASR is working on topics such as: exploring models for coherent federal, state, and local accountability systems, developing guidance to assist states in producing efficient and precise processes for system implementation, and creating strategies for improving the clarity and utility of accountability outcomes to promote student achievement.

- Construct comprehensive and coherent systems of state and local assessments of student learning that work together to support instruction, educational improvement and accountability.

To help eliminate confusion among stakeholders and to improve credibility of the Utah public school system, the Utah State Board of Education approved a resolution calling for a single, coherent student achievement accountability system for Utah.

State departments of education play an important role in defining expectations for students; how those expectations are measured; and how information is used to identify, intervene, and support schools and districts as part of a coherent and «reciprocal» system of accountability.

A high - quality system of assessments can facilitate this by providing aligned and coherent information from a variety of assessments about students» college and career readiness — maximizing efficiency while reducing duplication, in a timely and rich enough manner to inform instruction, student self - direction in learning, and accountability.

NCLB transformed a weak, state - driven system of standards - based accountability into a centralized, more coherent, federally driven version.

The idea, as foreshadowed in the leadership of states, is to build a coherent system of supports to facilitate the implementation of instruction aligned to the content standards: student achievement tests, performance standards, accountability, align curriculum materials, aligned teacher education and professional development.