Sentences with phrase «differences in teacher effectiveness»

Source 5A and 5B: Graphics originally printed in TNTP's The Widget Effect: Our National Failure to Acknowledge and Act of Differences in Teacher Effectiveness.29

There are important differences in teacher effectiveness that are systematically related to observed teacher attributes.

Nevertheless, the teacher value - added scores computed in this study, despite reflecting differences in teacher effectiveness, are vulnerable to bias.

The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness.

In this study, we compare the teacher quality distributions in charter schools and traditional public schools, and examine mechanisms that might explain cross-sector differences in teacher effectiveness as measured by teacher value - added scores using school and teacher level data from Florida.

The Obama administration's Race to the Top competition brought renewed attention to teacher evaluation, as did The New Teacher Project's 2009 landmark report, «The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness.»

In 2009, The New Teacher Project (TNTP)'s The Widget Effect documented the failure to recognize and act on differences in teacher effectiveness.

To what degree are year - to - year changes due to differences in teacher effectiveness that schools can actually control?

A growing body of evidence suggests that there are dramatic differences in teacher effectiveness not reflected in the subjective evaluations now in place.

For comparison, and to distinguish measurement error from true differences in teacher effectiveness, the authors ran similar correlations with randomly separated groups of students.

States and districts can achieve four objectives related to this assurance by recognizing and acting upon differences in teacher effectiveness:

More important, they find that the differences in teacher effectiveness within pathways far exceed the average differences between pathways.

In fact, studies of informal surveys of principals (see «When Principals Rate Teachers,» research, Spring 2006) and teacher ratings by mentor teachers find that these more - subjective evaluation methods have similar power to detect differences in teacher effectiveness as the TES ratings.

And recent studies that consider within - school differences in teacher effectiveness show just how important teachers are (see Figure 1).

In short, research shows very large differences in teacher effectiveness.

In other words, the observed teacher practices included in the TES evaluation system appear to capture a little less than half of the overall differences in teacher effectiveness.

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness The New Teacher Project (TNTP), 2009 Extensive research of teacher evaluation systems in 12 schools districts highlights our pervasive and longstanding failure to recognize and respond to variations in the effectiveness of our teachers.

New York, NY — StudentsFirstNY today issued a brief analysis comparing the difference in teacher effectiveness between New York City's high poverty and low poverty districts following the State Education Department's recent release of teacher evaluation data.

Duckworth attributes the difference to perseverance rather than talent: There wasn't any significant difference in teacher effectiveness based on the SAT scores and college GPAs of the job applicants, she calculated.

The data are quite clear about a key issue: The difference in teacher effectiveness is greater within these various routes (including TFA) than between them.

Not exact matches

In a 1956 review of the research on «School Personnel and Mental Health,» J. T. Hunt, a professor at the University of North Carolina, noted that «efforts to identify personality differences between superior and inferior school personnel, to isolate a «teacher personality,» or to predict either competence or effectiveness of student teachers by means of psychometric or projective instruments, led to limited results.»

As a result, wide differences in teachers» effectiveness persist over time.»

The study — conducted by William L. Sanders, the statistician who pioneered the concept of «value - added» analysis of teaching effectiveness — found that there was basically no difference in the achievement levels of students whose teachers earned the prestigious NBPTS credential, those who tried but failed to earn it, those who never tried to get the certification, or those who earned it after the student...

Moreover, even small differences in measured effectiveness can have practical consequences for schools and teachers, depending on how these assessments are used.

We calculate that districts would only have to lay off 132 teachers under an effectiveness - based system in order to achieve the same budgetary savings they would achieve with 145 layoff notices under today's seniority - driven system, a difference of about 10 percent.

These within - school differences likely understate the overall import of teacher effectiveness because, as recent evidence suggests, there are also differences in teacher quality across schools.

But since the report's publication, scholars have developed more precise data on teacher effectiveness, and, by probing at differences in teacher quality within schools, have found very large impacts of teacher quality on student achievement.

The ubiquity of «satisfactory» ratings stands in contrast to a rapidly growing body of research that examines differences in teachers» effectiveness at raising student achievement.

Simple common sense would dictate that the effectiveness of different teachers or schools should have as least as much to do with differences in what is being taught as who is doing the teaching, or under whose roof and which assessment regime.

Yet as we embrace this piece of conventional wisdom, we must discard another: the widespread sentiment that there are large differences in effectiveness between traditionally certified teachers and uncertified or alternatively certified teachers.

However, the strength of this preference depends on two things: the actual difference in turnover rates and the difference in effectiveness between an experienced and a novice teacher.

The second study's authors, Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff, also find few significant differences in effectiveness between traditionally certified New York City teachers and teachers entering through alternative pathways, such as Teach For America or the New York City Teaching Fellows program.

Starting again with the estimates of the difference in effectiveness of teachers, it is possible to calculate the long - term economic impact of policies that would focus attention on the lowest - quality teachers from U.S. classrooms.

To address questions about scalability, we will also explore whether there are differences in the effectiveness of PC based on the level of training and support provided to teachers.

Our Texas results suggested there was little difference in effectiveness between teachers from various programs.

These differences may originate in collective bargaining agreements that make it relatively expensive for pilot schools to expand instructional hours and staffing and that favor teacher seniority over classroom effectiveness.

Unlike some other methods of estimating teacher effectiveness, such as value - added modeling, MGP calculations do not try to adjust for differences in student characteristics.

There is suggestive information in the fact that there is not very much difference in average effectiveness by teachers» routes into their careers (certified vs. non-certified).

If the teacher's high value - added in school A reflects her teaching ability, then the performance of students in grade 4 in school B should go up by the difference in the effectiveness between her and the teacher she is replacing.

Over the last decade, research in public education has led us to three conclusions about the teaching profession: teachers are the most important in - school factor in determining student achievement; there is wide variation in teacher effectiveness; and those differences really matter for kids.

In short, the education research community needs to prime the pump of evidence - based education with a supply of research findings that are of immediate relevance to workaday decision - making, e.g., recruiting tools that enhance the effectiveness of the workforce; ways to increase the productivity of the central office; and differences in the impact of available curriculum materials for particular types of teachers and studentIn short, the education research community needs to prime the pump of evidence - based education with a supply of research findings that are of immediate relevance to workaday decision - making, e.g., recruiting tools that enhance the effectiveness of the workforce; ways to increase the productivity of the central office; and differences in the impact of available curriculum materials for particular types of teachers and studentin the impact of available curriculum materials for particular types of teachers and students.

In contrast, no differences were seen across teacher effectiveness ratings in terms of providing explicit phonics instructioIn contrast, no differences were seen across teacher effectiveness ratings in terms of providing explicit phonics instructioin terms of providing explicit phonics instruction.

In contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communicationIn contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communicationin our study (e.g., time spent by students in independent reading, or degree of home communicationin independent reading, or degree of home communication).

Embedded in our larger effectiveness study of ASMP was a small exploratory study, which involved listening to recordings of conversations between mentors and teachers to see whether there was a difference in the way the teachers were being mentored.

While a coaching preference did not emerge as a general difference among teachers across school effectiveness ratings, we did find that the practice of coaching during reading to provide word recognition instruction was found to be a characteristic of teachers in the most effective schools and the most accomplished teachers in general.

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time.

The difference in effectiveness between the average fifth - year teacher compared to a rookie was more than nine times greater than the difference between the average fifth year teacher and those in their 20th year.

A study of teachers in New York City, for instance, concludes that the difference between teachers from programs that graduate teachers of average effectiveness and those whose teachers are the most effective is roughly comparable to the (regression - adjusted) achievement difference between students who are and are not eligible for subsidized lunch.

If we think about improvement as measuring the difference between a teacher's effectiveness at the beginning of a period and her effectiveness at the end, the change over time will be subject to errors in both the starting and the ending value.

Instead, we find that differences in returns to experience on teacher productivity, which is significantly higher in the charter sector, explains most of the observed cross-sector effectiveness gaps.