Sentences with phrase «teacher test prep»

Not exact matches

My own children have been subjected to relentless test prep, bribery, teacher - induced guilt trips and even overt falsehoods designed to boost their performance on the standardized test that's linked to school rating / teacher performance.

And City Council Speaker Christine Quinn said in her first year of office she would stop «vilifying» teachers, reduce the amount of time spent on test prep and figure out another way to address failing schools.

Magee says teachers will be working in the next two years to make sure adopting the Common Core becomes more than just prepping students for standardized tests.

New York State teachers say too much time is spent on test prep and some parents want their children to opt out.

«The more weight put on standardized tests for children or teachers, the more school systems will focus on test prep rather than real learning.

In the teeth of the worst recession in decades, more than one - third of the over 6,800 teachers hired in 2006 - 2007 left New York City public schools of their own accord, largely because of the DOE's mismanagement and its obsession with test prep rather than real education.

Filmmaker, teachers, students, businesses all love Storyboard That, easy online storyboard & comic Get expert test prep.

More than prepping for a test, teachers need to instill in students a sense that everyone can do math.

I refuse to pretend that it's caused no mischief in our schools — narrowing curriculum, encouraging large amounts of ill - conceived test prep, and making school a joyless grind for too many teachers and students alike — but neither can any fair - minded analyst deny that there have been real if modest gains in our present era of test - driven accountability, especially for low - income black and Hispanic children, particularly in the early grades.

An English teacher that I read about, after weeks of essays and test prep, surprised his 12th grade class with a game of kickball out on the blacktop.

In challenging the use of value - added models as part of evaluation systems, the teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.»

We have known for decades that teachers were being pushed into using bad test prep, that states and districts were complicit in this, that scores were often badly inflated, and even that score inflation was creating an illusion of narrowing achievement gaps.

Teachers caring about what is bothering students is positively associated with value added just as test prep is.

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.»

Increasingly, new teachers have been taught not only that they should engage in test prep — even forms of test prep that clearly produce bogus gains — but that doing so is good instruction.

According to the interpretation in the NYT and LA Times, it would be correct to say «teachers who care about student problems tend to have lower value - added learning gains than those who spend a lot of time on test prep.»

It is just that teachers caring is a little less strongly related than test prep.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

And unlike many urban schools where teachers spend the bulk of the day on scripted lessons, drilling classes on basic skills for high - stakes tests, LACES teachers spend very little time prepping students for California's state tests.

Teachers need time to be teachers and to do fun and exciting things in their classrooms, not just prep for testsTeachers need time to be teachers and to do fun and exciting things in their classrooms, not just prep for teststeachers and to do fun and exciting things in their classrooms, not just prep for tests.»

Happy test - prep teachers everywhere!!

It is long overdue, but its current means may end up, save at the embarrassing margins, hurting the schools more than helping them, turning them into test - prep places and driving away the imaginative teachers that each of us as a parent wants in contact with our children.

It's not always comfortable to do so, but if you see something that troubles you — say, lots of time spent on what seems to be boring test prep — talk with the teacher about it.

To take just one example, one of the most disturbing negative effects of test - based accountability is that many young teachers have been trained specifically to use bad test prep — test prep that generates bogus gains in scores rather than true improvements in learning.

In fact, having taught for decades it has become abundantly clear that the teachers who increase test scores may have unethical access to the tests themselves and have the ability to coach and prep their kids.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

The test - prep and academic support for struggling students at Carlin Springs could serve as a model for other struggling schools, though teachers and administrators have been cautious because the approach was implemented only two years ago.

But while teachers aren't prepping students for tests, they are still teaching to the standards that they're required to learn.

Specifically, we've called for giving teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.

For a brief period, states were required to rank their teacher prep programs based in part on how much their graduates were boosting student test scores.

There is more upside for teachers in doing exactly what they chiefly do now — test prep, skills, and strategies — unless we actively promote a domain - specific approach to language arts.

As a result, teachers feel pressure to do test prep and to avoid any activities that might not directly lead to higher test scores.

Of particular interest are the report's points about the variation in state cut scores for licensure tests (like Praxis), the need for smarter recruitment efforts for potential school leaders, and the teacher - prep path taken by Finland.

I believe that these rigorous standards have the potential to dramatically improve the quality of instruction in the typical American classroom — to move teachers far beyond the test - prep and bubble - kids obsessions of the No Child Left Behind era.

He can get rid of the experienced unionized teachers and march in the temporary churn at the sweat shop / test prep charters.

Many of us as teachers think of test prep as unprofessional and unethical.

Teacher assessments result in less time spent on «test - prep» and more time spent on learning.

About 89 percent of teachers who believed they spent an appropriate amount of time on test prep felt it was a «very good» or «good» use of time, while 68 percent of those who thought test prep took too much time said the activities were a «very good» or «good» use of time.

The survey of 400 teachers found that 57 percent thought they spent «too much time» on test prep, while 43 percent said test prep time was «about right» or «too little.»

Critics worry the extra tests will exacerbate test prep, as teachers will take extra care to cover the items they know will be tested.

Now with the emphasis on thinking skills and problem solving, formative tests and step - ladder skill development will enable teachers to put aside test - prep time and stick to developing skills with formative feedback aligned to the standards.

The report recommended that: policy makers ensure curriculum and assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand access to technology so students can develop skills before taking tests and teachers can support them; and districts only use interim tests aimed at predicting performance on end - of - the - year tests, if teachers believe they are high - quality.

A 2012 study of 44 states came up with $ 1.7 billion, or about $ 65 per child, but that number leaves out teacher time devoted to test - prep and administration, as well as the money spent on processing, transfer, and reporting.

And at Public School 24 in the Riverdale neighborhood in the Bronx, a fifth - grade teacher, Walter Rendon, has found himself soothing tense 10 - and 11 - year - olds as they pore over test prep exercises.

Aspiring and new teachers often have a desire to engage students in issues of social justice but find themselves overwhelmed when presented with scripted curriculum, high stakes test prep, and mentors without the drive or experience of doing it themselves.

Diverse and authentic assessments used to inform instruction and less time spent on test prep and bureaucratic paperwork so teachers can focus on planning meaningful instruction.

Students do not get a break from «test prep» as teachers need to cram for next week's three days of math testing.

This is what they call schooling now: test prep, testing, and teacher churn.

And it applies awful pressure on teachers and schools to become test - prep factories.

«Rather than being an incentive to cut back on testing, superintendents, principals, and teachers are faced with an increasing amount of testing to evaluate teachers» and serve as test prep to increase SBAC scores, said Williams.