Sentences with phrase «performing reward school»

Some of the recent highlights include: During the 2016 - 2017 school year, Amana Academy received the Highest - Performing Reward School designation from the Georgia Department of Education.

The Georgia Department of Education announced that Amana Academy, The Kindezi Schools and KIPP STRIVE Academy were among the Georgia schools to receive the Highest - Performing Reward School designation for the 2017 fiscal year.

Recognized by the Georgia Department of Education as a Highest Performing Reward School (top five percent of Title I schools in the state) for four consecutive years

Last year, while Tennessee's public charter schools accounted for just 5.4 percent of all public schools in the state, they represented 7.6 percent of all of the top - performing Reward Schools in the state.

Six of the 14 top - performing Reward Schools in Metro Nashville this year were charter schools, including KIPP Academy, a public charter middle school in East Nashville.

Not exact matches

Furthermore, the schools (in general) do not provide teachers with the adequate resources to perform their jobs effectively, such as teacher - requested books for their students; presentation items such as chalk, whiteboard markers, or projectors; basic classroom organizational needs such as storage bins, filing cabinets with adequate files, and functional modern computers with adequate software to make results tabulating more efficient; or motivational equipment designed to reward students for good behavior, scores, or attitudes (grades simply are not enough of a motivational tool).

Cuomo included $ 75 million in the budget for reform initiatives, including expanding pre-K as well as creating community schools, extending the school day or year, and rewarding high - performing teachers.

It sanctions all low - performing schools, but does not provide assistance to all of those schools or reward highperforming or improving schools.

The sacrificed tenure would provide for the Chancellor of the city's schools the authority to demote or dismiss principals who are not performing, and to reward those who are.

And it rewards improving or high - performing schools.

The state accountability system does not provide assistance for all consistently low - performing or failing schools, including non-Title I schools, and it does not reward high - performing or improving schools.

The accountability system does not include sanctions for all consistently low - performing or failing schools, including non-Title I schools, nor does the state reward high - performing or improving schools.

The state lacks monetary rewards for high - performing or improving schools.

The state does not provide cash rewards for high - performing or improving schools.

One of only 16 states to reward high - performing or improving schools, South Carolina also fares well on measures of school accountability.

Budget includes $ 100 million for teacher - quality initiatives, half of which will be directed toward raising teacher salaries and half designed for financial rewards for teachers at low - performing schools whose students show marked academic gains.

Although the federal government, states, school districts, and private foundations already have invested nearly $ 200 million in producing and rewarding National Board - certified teachers, this is the first study assessing whether the National Board has actually succeeded in identifying «expert» or «master» teachers who perform better than their uncertified peers.

In the area of accountability, Wyoming does not sanction or provide assistance to all of its low - performing schools, nor does it reward high - performing or improving schools.

That's why we need an education agenda that strategically recruits, retains, and rewards the most effective teachers and principals; that builds incredibly high standards; that develops rigorous and useful assessments to measure progress against those standards; that builds data systems that allow teachers, principals, students, and parents to quickly and conveniently access those data for everyday use; and that focuses on dramatic intervention within our country's lowest - performing schools.

Second, school and district leaders can use VAMs to make workforce decisions — recognizing and rewarding effective teachers and denying tenure and dismissing the lowest - performing teachers, according to Corcoran and Goldhaber.

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

Part of that solution may include allocating more money for teachers who work in low - income schools or in in - demand subjects, such as science, and rewarding top - performing teachers.

Seeing how they've embraced the performing arts, and the effect it has had on their wider work, has been incredibly rewarding for all our staff and we wanted to share that with primary schools in the area.

The Texas system involves both financial rewards and relief from regulations for high - performing schools and assistance and sanctions for low - performing schools.

The state also lacks cash rewards for high - performing or improving schools.

For example, the state sanctions and provides assistance to all lowperforming schools (not just those that receive federal Title I money), and provides rewards to high - performing or improving schools.

Our schools in the United States operate primarily as meritocracies: Grades are earned, students are tracked into achievement groups, and awards and rewards are provided for those who perform satisfactorily.

By contrast, many school districts» incentive pay systems reward teachers for out - performing, rather than helping, their teammates.

Accountability policies are intended to promote effective instruction and student learning by rewarding effective educators and schools while punishing low performing ones.

Advocates say that schools should be rewarded financially for performing well on standardized tests, and that providing such incentives will motivate school leaders and teachers to teach effectively and raise student performance.

The primary purposes of both AYP requirements under the ESEA statute and alternative state performance measures in waiver states are to determine whether schools are making sufficient progress and to select low - performing schools for interventions or especially high - performing schools for rewards.

Liberal education reformers, unlike their critics on the left, believe charter schools play an important role, and also generally believe that all schools need to have more ability to reward excellent teachers and fire low - performing ones.

If states wanted the money, they needed to implement reforms to their education systems: build methods to assess the growth of students and the success of schools, to recruit and reward effective teachers, and to turn around the lowest - performing schools.

The program called for rewarding schools with high and improving scores and imposing sanctions, including school closure, on low - performing schools.

A successful school - accountability system contains three basic elements: It gauges education quality and progress by measuring data that accurately reflect student achievement; it disseminates the results to parents and the public in a simple and transparent manner; and it rewards and incentivizes success and provides interventions to support low - performing schools and reverse failure.

They also must have accountability systems that recognize and reward high - performing schools and those that are making significant gains.»

The state does not give cash rewards for high - performing or improving schools.

The state also lacks monetary rewards for high - performing or improving schools.

The $ 4 billion in Race to the Top grants, which seek to reward states for their commitment to reforming teacher effectiveness, data systems, low - performing schools, and academic standards and assessments, are paid for through the American Recovery and Reinvestment Act passed last year by Congress.

Over time, as it becomes clearer which programs consistently graduate high - performing principals, this new approach would create a robust marketplace that rewards institutional excellence and helps school districts make smart hiring decisions.

D.C. schools Chancellor Kaya Henderson said in an interview that the study validates IMPACT's theory of action, which was to reward the best teachers, give assistance to struggling ones, and dismiss those not able to perform.

The evaluations will help parents figure out the best place for their children, reward quality in schools and make it easier to close schools that don't perform.

The areas where states reported struggling the most are getting the right teacher evaluations in place, effectively rewarding teachers who do their jobs well at low - performing schools and dismissing the teachers who are not getting results.

«It's about finding your weaknesses and trying to identify things that you can do in your school or as an individual to get better.34» Indeed, the assessment calls for documentation that a principal has undergone at least 20 hours of professional development during the review year.35 Along with addressing weaknesses, the Gwinnett County evaluation process rewards excellence: The district gives top performing schools a cash incentive that principals can spend as they wish.

The Certificated Staff Performance Incentive was meant to reward employees — from librarians to teachers and principals — of low - performing schools that significantly raise their Academic Performance Index scores.

They also must have accountability systems that recognize and reward high - performing schools and those that are making significant gains, while targeting rigorous and comprehensive interventions for the lowest - performing schools.

To solve our state's graduation crisis, we must turn around our persistently low - performing schools, attract, retain and reward effective teachers, dismiss ineffective teachers, and create more public school choices so that no child is forced to attend a school that doesn't meet his or her individual needs and learning style.

Schools where students performed well were rewarded with more money, and where students performed poorly, teachers and administrators could be fired by an outside authority.

Use Title II funds to promote teacher leadership through hybrid teaching positions and incentivize an equitable distribution of effective teachers by rewarding high - performing teachers to teach in hard - to - staff subjects or schools.

The goal was to design a system that rewarded incremental gains without punishing high performing schools where a majority of students are already proficient.