Sentences with phrase «effective teacher policy»

Effective teacher policy has to have at least three levels: It must provide clear goals for teacher education and skill development, it must provide «support to local institutions for the education of teachers» and it must address national demands for high quality education.

Not exact matches

The Governor's policies would ensure we recruit and retain high performing teachers, that we don't give lifetime jobs to teachers who are not effective, that we can remove low performers from classrooms, and that the interests of students are put first.»

Districts need to consider policies that better retain early career teachers who have a higher probability of leaving, especially early career teachers who are already highly effective.

This issue is at the heart of transformational teaching — finding ways to move effective educational practices and initiatives past the tipping point into the realm where teachers, administrators, and policy makers acknowledge their positive impact and agree on the need to integrate them into school systems.

In the International Education Policy (IEP) Program, you will explore some of the most challenging issues facing teachers and learners worldwide — how to educate students in refugee camps; how to improve girls education in Afghanistan; how to deliver effective HIV / AIDS education in Malawi; how to help young people develop the skills they need in the 21st century — and be constantly challenged and asked, «What would you do?»

Professor Thomas Kane and the team at the Center for Education Policy Research are experts at working closely with districts and harnessing big data to identify effective policies and practices in teacher preparation, teacher evaluation, and learning technologies.

Recently, the New York City Department of Education (DOE) conducted a policy experiment to test whether merit pay given to all teachers at an effective school could increase student achievement.

Further research that can credibly and specifically examine how school and teacher responses have contributed to the achievement effects documented here would be a useful next step in identifying effective policies and practices that can reliably improve student outcomes.

If basic literacy is in fact necessary for a teacher to be effective in the classroom, the victims of this policy will be the students; in New York City, minority students will be its primary victims, as most students taught by minority teachers are of the same background.

But if we truly want teacher evaluations to be part of an ongoing cycle of learning and growth, one that helps to cultivate great teachers, then effective policy has to address school capacity, particularly the capacity of traditional public schools.

The authors next look at what would happen if the existing seniority - driven system of layoffs were replaced by an effectiveness - based layoff policy, in which teachers are ranked according to their value - added scores and districts lay off their least effective teachers.

Let us avoid policies that will casually or reflexively strip - mine effective teachers from some schools in order to push them into others, especially if this will hobble schools that have been working well.

With a seniority - based layoff policy, school systems may be forced to cut some of their most promising new talent rather than dismiss more - senior teachers, who may not be terribly effective in raising student achievement.

Chicago Study Shows Principals Focus on Retaining Highly Effective Teachers in Dismissal Decisions — if Policies Permit

When state law essentially guarantees public employment for ineffective teachers in California, low - income families pay one way or another — either in the form of salary incentives to retain and redistribute effective teachers, reductions in other services required to pay for those salary incentives, or because such policies usually fail to completely offset the burden, in terms of the lowered achievement of their children.

«Audrey is able to make connections between what she has seen in the classroom as a teacher in the Boston Public Schools and effective policy solutions.

Correlation does not imply causation, however, and it would be important to use archival data to study the introduction of specific policies regarding teacher recruitment and retention to see whether these policies achieve more diverse teaching forces as a consequence — or whether diverse teaching forces achieved via these policies are more or less effective than are those otherwise observed.

Even if local personnel policies might partially buffer the impact on low - income children by re-assigning ineffective teachers and paying effective teachers to take their place, such salary incentives are expensive (with the costs being borne disproportionately by schools serving low - income children) and have been only partially effective where they have been tried.

Teachers, parents, school leaders, state policy makers, researchers, and yes, even philosophers, are likely to develop far more nuanced and insightful, empirically justified, and pragmatically effective responses to dilemmas of educational ethics if they explore these issues together...

Now, consider a different policy: Lay off the least - effective teachers in order to meet the budget shortfall.

«Instead, as district leaders are discovering for themselves,» Haycock writes, «a better solution lies in a creative combination of targeted incentives for teachers and policies that empower administrators and school leaders to recruit and retain effective educators.»

We need new policies that empower local superintendents and principals to use that information to better recruit and distribute highly effective teachers.

If our major policy focus is to improve student achievement by improving teacher effectiveness — accounting for 30 per cent of the variance in student achievement — we must attract higher - quality applicants to the teaching profession, improve our teacher education institutions and courses, esteem and grow those teachers who demonstrate expert potential, and mandate teacher development programs for less effective teachers.

This free seven step programme involves senior management teams, school nurses, teachers, caterers, pupils, parents and governors in the development of a whole school allergy management policy and in the ongoing work needed to ensure that its implementation is effective and consistent.

Thoughtful and effective policies for developing a professional workforce will have to include a mix of incentives for pre-K teachers that may be different from those designed for teachers in K — 12; provide training that is focused on classroom practices and the specific challenges of teaching young children; and improve the alignment of early childhood education with K — 12.

Effective collaboration One of the key things to remember when it comes to a school's SEND policy is that it must support teachers to ensure they are responsible and accountable for the progress and development of all children in their classroom.

Policies and initiatives at the national, regional and local levels support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards.

Based on the reforms that occurred immediately prior to and during the Klein administration, it is clear that there has been a concerted effort to alter regulations, policies and practices to improve the overall quality of New York City teachers and especially ensure that students most in need of effective teachers are more likely to get them.

While there is a considerable way to go in expanding and refining these changes, the pattern of state policies toward effective teachers has changed dramatically in recent years.

She also discusses policy strategies for retaining and supporting effective Black teachers.

Policies and initiatives at the national, regional and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology standards

Teachers» unions hated the entire premise of the reforms, which spurred states to adopt policies that gave more money to the most effective teachers and allowed schools to replace the least effectiTeachers» unions hated the entire premise of the reforms, which spurred states to adopt policies that gave more money to the most effective teachers and allowed schools to replace the least effectiteachers and allowed schools to replace the least effective ones.

The U.S. Department of Education should fund research and pilot demonstration programs that will provide empirical evidence of how effective different kinds of teacher tenure policies are on raising teacher quality and student achievement

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

The databurst includes a snapshot of all 50 states» and the District of Columbia's teacher compensation policies as they relate to providing additional compensation for effective teacher performance, teaching in high - need schools and subjects, and relevant, prior non-teaching work experience.

For instance, respondents indicated that the two federal policies most effective in enhancing teacher recruitment are «expanding partnerships between higher education and K12» and «loan forgiveness.»

Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.

Similarly, policy changes at the state or national level, such as the efforts to reduce class sizes or mandate higher - quality teachers, if effective, would likely lead one to overestimate the impact of Chicago's policies.

Seniority, tenure, bumping rights, LIFO — all of these policies make it easier for teachers to choose (and remain in) the schools they want and harder for administrators to assign them — especially the most senior and likely most effective among them — to schools where they might do more good in classrooms with more challenging (but needier) kids.

These sections of the federal law place identifying and addressing childhood trauma and other variables linked to poverty alongside policy options for recruiting and retaining effective teachers and school leaders, maximizing the impact of early childhood education, using data to improve student achievement, and serving students with disabilities.

In this way, the authors raise critical issues that diverse stakeholders in teacher preparation — from practitioners to policy makers — must take into account to ensure more effective teaching.

HECSE member institutions are committed to effective professional preparation at all levels, whether new teachers, teacher educators, school administrators, field researchers, disability and education advocates, policy makers, and related services professionals.

And, we need policies and programs to retain and reward effective early career teachers.

It doesn't even mean that every debate involves moral considerations; this is certainly true when it comes to discussions over what policies will be most - effective in expanding choice or improving teacher quality.

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

How about a policy — for example, offering additional compensation to encourage effective teachers to transfer to low - performing schools?

However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low - performing teachers can be accurately identified and replaced with more effective teachers.

According to the over 500 teachers and leaders who responded to our survey, policy and process matter greatly when it comes to an effective and meaningful professional learning climate.

An effective policy requires changes at the level of teacher recruitment, teacher education and long - term support for professional development.

For example, a principal might want to retain an effective teacher, but an assistant superintendent of personnel might have a policy that no further teachers may accede to permanent («tenured») status.