Sentences with phrase «need teacher accountability»

Need teacher accountability as well, and a good test to prove if kids are learning what they need to learn.

Not exact matches

In each of his State of the State speeches Cuomo has used the capitol building as a metaphor for something that was once glorious and can be restored; he has said he wants to re-establish New York «the progressive capital of the nation»; he has touted the number of on - time budgets he and the legislature have delivered (this year he'll say four in a row and counting); he has demanded more teacher accountability but explained new changes he's seeking; and, he has stressed a need for ethics rules overhaul and campaign finance reform while mentioning unsavory headlines.

Other educational issues in the interview include the difficulties in getting experienced teachers into troubled schools, programs to aid outside professionals with a desire to teach, and the need for greater accountability in school leadership.

The data that are necessary to report out for public accountability are different from the data that a teacher needs to make daily decisions about helping a student master a concept.

This leads to a high level of trust from the administrative bodies and less of a need to focus on teacher accountability.

Benefits: Greater accountability; Drawing teachers focus on what skills need to be taught; Identification of students who have not reached expected benchmarks in reading and numeracy, supported by evidence and data; Improved preservice teacher training and teacher professional learning.

There is broad agreement that states» current accountability systems are overly dependent on standardized tests that do not (and can not) capture all the skills that students need to acquire, and that have sometimes encouraged teachers to engage in harmful curriculum narrowing and «test prep.»

Once that repair has been completed, accountability's bright light needs to shine on the performance of individuals, that is, on students, teachers, and administrators, not just on schools.

The new version of the law, he said, will need to ensure effective teachers and principals for underperforming schools, expand learning time, and devise an accountability system that measures individual student progress and uses data to inform instruction and teacher evaluation.

By developing a framework for effective teacher teams that includes five criteria — leadership, task focus, collaborative climate, structure and process, and personal accountability — Troen and Boles provide school leaders with the tools needed to navigate this relatively new terrain and to make effective teacher teams a reality.

To fix the NCLB accountability system, we need to find ways of holding accountable the individuals, that is, the students and teachers, who are involved in the education process.

It doesn't erase the need for rigorous standards, tough accountability, vastly improved data systems, better teacher evaluations (and training, etc.), stronger school leaders, the right of families to choose schools, and much else that reformers have been struggling to bring about.

Now, if you say anything about needing something more or different beyond testing and accountability, teacher evaluation, or whatever, people say that you're not a real reformer.

Kevin Courtney, deputy general secretary of the National Union of Teachers (NUT), said:» We need to see real and significant changes to teachers» working lives, both in terms of pay and conditions as well as reducing the punishing accountability system that is overburdening the profession and blighting children and young people's educationTeachers (NUT), said:» We need to see real and significant changes to teachers» working lives, both in terms of pay and conditions as well as reducing the punishing accountability system that is overburdening the profession and blighting children and young people's educationteachers» working lives, both in terms of pay and conditions as well as reducing the punishing accountability system that is overburdening the profession and blighting children and young people's education.»

When we set out on the path that led us to the Review, we intended to inject one measure of many that may be needed for robust teacher prep accountability.

I hope the Bush administration will provide the resources needed to prepare teachers to implement effective teaching practices and develop an accountability approach that will promote effective teaching rather than teaching that will turn children off from learning before they even start school.

A new study of Massachusetts teachers from researchers at the Harvard Graduate School of Education showed that even in a state with a highly developed system of standards and accountability, new teachers were not provided with the curricula they needed to teach to standards.

Are you a teacher who needs to add an effective classroom management system that teaches your students accountability?

ECS members spotlighted the need for high - quality teachers prepared to meet the challenges of new state accountability systems during the July 11 - 14 conference.

Peterson: Since John Dewey, school reformers have tried to customize education to the needs of each child, but each step towards customization has required a big step toward centralization (bigger schools, larger school districts, state certification for teachers, federal dollars and regulations, etc.) School systems are no longer embedded in the small politics of local communities and this has dramatically changed the way accountability works.

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.

With some projects, class meeting times might be an issue; with others, teachers require assessment components that meet accountability needs.

Finding a wellness - accountability buddy — a peer who agrees to support and keep you accountable to your wellness goals — or using a professional learning community as a space to check in with other teachers are also ways to get that support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma - informed high school in Vermont that institutes school - wide practices aimed at addressing students» underlying emotional needs.

Teachers are already challenged by multiple accountabilities that draw down our inner strength; we need even deeper reserves of resilience if we are to hold hope for our trauma - affected students.

Everyone in the schools need more accountability, teachers, students and administrators.

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.

Ironically, this «just trust us» plea is reminiscent of pleas made by her arch opponents, the teachers» unions, when dismissing the need for accountability.

Michael Soskil: We need a shift in focus from accountability measures based on standardized test scores toward metrics that take into account universal access to quality teachers and learning environments, robust curricula that include the arts, as well as student engagement and well - being.

If, rightly, we want to reject a zero - sum trade - off between our values, if what we need are a highly attractive long - term profession for successful teachers, accountability for student results, and a far more rigorous curriculum driving far higher learning outcomes for our students, are we willing to rethink the system from scratch and put everything on the table?

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Overall, an emerging theme is one of tension between the need for accountability and specificity on the one hand, and teacher decision - making and flexibility in interpretation on the other.

With a clear focus on homework from OFSTED: «Teachers use well - judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils» needs accurately» we have to guard against schools driving homework to «death» whereby teachers feel they have to set homework for the sake of it to satisfy accountability measures and / or internal monitoring Teachers use well - judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils» needs accurately» we have to guard against schools driving homework to «death» whereby teachers feel they have to set homework for the sake of it to satisfy accountability measures and / or internal monitoring teachers feel they have to set homework for the sake of it to satisfy accountability measures and / or internal monitoring systems.

There was clear agreement that policy makers need to respond to complaints from teachers and parents about too much testing, about accountability systems that misidentify schools as being either excellent or in need of intervention, and about state - mandated teacher evaluation systems that have consumed policy attention and controversy for little payoff in student achievement.

Common criticisms of accountability assessments are that they take time that could be better used to meet the specific needs and interests of students and that they detract from teachers» ability to differentiate instruction.

The cycle, which was required to promote teacher collaboration, meet professional needs, and foster accountability, called for peer coaching and structured collaboration.

«The topic of principal evaluations has largely been ignored in the current debate over evaluations, but teachers want to see principals lead by example and that is why we need an evaluation system that not only will help principals improve, but also increase accountability and ensure that teachers are fully supported.

Public Impact's newest, free, five - step toolkit, Evaluation, Accountability, and Professional Development in an Opportunity Culture: A Practical Guide, gives schools, districts, and states what they need to create an evaluation system that primarily guides teachers» development and career opportunities.

The draft accountability rules, to be released this summer, will encourage states to identify high - and low - performing teacher preparation programs across all kinds of educational models, not just those based in colleges and universities; urge a transition from current input - based reporting requirements to a focus on more meaningful outcomes; and likely limit program eligibility for TEACH grants — which are available to students who are planning to become teachers in a high - need field in a low - income school — to only effective teacher preparation programs.

Whether teacher - leaders have formal accountability for peers» student outcomes, informal coaching authority, or other formal roles leading peers, they need support in the transition from leading their own classrooms to leading adult peers.

«This analysis confirmed that we need to continue to support our teachers more,» said Abby Javurek, chair of the Smarter Balanced Executive Committee and Director, Division of Accountability Systems for the South Dakota Department of Education.

An Arizona teacher who teaches in a very urban, high - needs schools writes about the realities of teaching in her school, under the pressures that come along with high - stakes accountability and a teacher workforce working under an administration, both of which are operating in chaos.

We need to transform education into a true profession with standards for performance, metrics for measuring performance, and accountability that celebrates high performance and jettisons low performing teachers and administrators from the system.

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We need to move beyond the current practice of blaming teachers to a system of shared accountability so that donors, ministries of education, local education agencies, implementing agencies, directors and teachers are all responsible for producing measurable improvements in teaching quality.

It's not just the hours, though they are too high, but time spent on an accountability system which feels like it doesn't trust teachers: expecting photos of lessons stuck into books, the writing down of verbal feedback to students, lesson plans needing to be in immense detail and done too far in advance to be educationally useful.

In this age of high accountability, data - driven decisions, differentiated instruction and having to meet the needs of all learners in classrooms, high - stress environments exist for both hard - working teachers and their students.

Accountability: The adult accountability systems, particularly for teachers, still shows gaps, and the state needs to develop clear outcome goals around its accountabAccountability: The adult accountability systems, particularly for teachers, still shows gaps, and the state needs to develop clear outcome goals around its accountabaccountability systems, particularly for teachers, still shows gaps, and the state needs to develop clear outcome goals around its accountabilityaccountability systems.

Communicating your needs and expectations to your child and your child's teachers, listening to your child's view about those expectations, and listening to the teacher's needs and expectations of your child and of you is your role in the accountability process..

These are important conversations we need to start having now so that — as we did with teacher evaluations — we can build a strong, student — focused accountability system for districts that is informed by input from many stakeholders.

Comment from Smith: Maybe we need to ask some of the big questions... like who benefits from the way things are now (standardized tests and other pressures of accountability that make good teachers and schools vulnerable to poor practices).