Different school districts define and compute value - added scores in different ways.
Not exact matches
While the formal or informal leadership roles of teachers may vary in
different schools and
districts, teacher leadership is broadly
defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the
school community to improve teaching and learning practices with the aim of increased student learning and achievement.»
Mastery is also expected to file an application to open
schools in Camden under the state's Urban Hope Act, a new law that
defines a
different kind of charter
school, one that operates within the confines of the
district but is also eligible for greater funding.
The Oakland Unified
School District (OUSD) has developed a Balanced Approach to Literacy (BAL) Implementation Guide to provide a basic introduction to how the
District defines this work, outline how the
different components of the approach work together, and share links to resources to help teachers implement the approach into their classroom.
For a
district qualifying under this paragraph whose charter
school tuition payments exceed 9 per cent of the
school district's net
school spending, the board shall only approve an application for the establishment of a commonwealth charter
school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1
school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed
school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as
defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of
school based on predictors determined by the department; (vii) who have dropped out of
school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among
different groups of students.