Sentences with phrase «teacher tested why»

Not exact matches

Governor Cuomo has questioned why more than 95 % of teachers last year were rated adequate or above average, when two thirds of schoolchildren in grades 3 to 8 were found in standardized tests not to be meeting the new requirements.

«We're telling kids that the tests don't matter; we're now going to not count it against the teachers, which is the right thing to do, but... why are we continuing with tests that are this problematic?»

Cuomo, asked by a reporter why he decided to reverse his stance and delink the tests from the teacher evaluation, said that's an incorrect characterization.

Why have some teachers and parents rallied against high - stakes tests?

And why should teachers encourage young minds to wander when there's work to be done, curriculum goals to be met, tests to be taken?

Why would test scores improve when large numbers of experienced teachers retire?

«Teachers often take students to a local college for testing, because there are fewer distractions and the setting reminds students of why they are taking tests and working so hard.»

Great teachers and a strong education system are why Shanghai has ranked number one in reading, mathematics and science in the last two rounds of international testing for 15 - year - olds, according to an in - depth report from the World Bank.

Among them, according to Levesque: «The tests are not aligned to what teachers are teaching, nor used to help my child; too much cramming before the test, and too much dead time after the test; teachers who haven't seen the information from the tests; and a lack of transparency in what is tested and why.»

There are many reasons why NCLB has been discredited, including, to quote Kevin Carey, the «apocalyptic language out there, that standards and tests have ruined American public education, driven the best teachers out of the classroom, etc., etc..»

Why The Atlanta Testing Scandal Matters NPR, 8/17/14 [Professor] Daniel Koretz — an expert in educational testing, writes in Measuring Up: What Educational Testing Really Tells Us, that there are seven potential teacher responses to high - stakeTesting Scandal Matters NPR, 8/17/14 [Professor] Daniel Koretz — an expert in educational testing, writes in Measuring Up: What Educational Testing Really Tells Us, that there are seven potential teacher responses to high - staketesting, writes in Measuring Up: What Educational Testing Really Tells Us, that there are seven potential teacher responses to high - stakeTesting Really Tells Us, that there are seven potential teacher responses to high - stakes test.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

Neurologist, teacher, and author Judy Willis explains how students» performance on tests can often be affected by their perceptions of and feelings about why they're being tested and what's being assessed.

One of the teachers who will be testing out the curriculum as part of the Harvard study, says the challenge that the guide provides students, on both an intellectual and an ethical level, is a large part of why she agreed to take part in the project.

«That's providing the opportunity for opponents of that change in high - stakes testing to use the Common Core and its implementation as a justification for delay,» West says, which is why «there are more and more examples of state and local [teachers» unions] coming out in strong opposition to the Common Core.»

No test, grade, or teacher evaluation could have come close to helping her learn that deeply, and it made clear to me how important it is for teachers to reexamine why and how we grade our students if we truly care about their success.

But then again, why would the NPR blogger paraphrase the president of a local district's teachers union who asserts that, despite low test scores, «their parents are happy» and then not ask parents like Salvador Ramirez and Jennifer Perez who have very publicly expressed their unhappiness with that district in their local paper of record?

Why do teacher pensions appear to fail the equal pay for equal work test?

That's why last spring I called for a moratorium — not on the standards or even on the testing, but on the stakes that could unfairly hurt students, teachers and schools during this transition to the Common Core.

That's why they should only hire certified teachers, teach the state curriculum, and administer the state tests.»

Neurologist, teacher, author and Edutopia blogger Judy Willis explains how students» performance on tests can often be affected by their perceptions of and feelings about why they're being tested and what's being assessed.

Administrators can help the teachers focus on how and why they measure learning and especially, they can help teachers to remember to think of assessment in terms of the road to mastery rather than tests or grades.

And then we asked Sandi Jacobs, vice president of the National Council on Teacher Quality, which supports the use of standardized tests to evaluate teachers, to make an argument for why kids shouldn't opt out of tests.

So why all the alarmist rhetoric by groups like bellwether that our schools are failing and need radical revamping through privatization, teacher evaluation based on test scores and the common core?

Teachers say they love to have autonomy, and why they support mandates requiring more testing and accountability tied so high to student test scores is puzzling.

There's plenty of information available on assessment; often about how teachers can use data more effectively and why the newest policies and tests will improve learning outcomes.

But if we all agree that it's insane to measure teachers based on test scores alone, why should we keep doing that for schools?

A forthcoming study using data from urban areas in two states sheds light on why English teachers have these strong effects even though their effects on current year test scores are not as strong.

If the Fairfield and Farmington Boards of Education were really committed to representing the interest of their students, parents, teachers and taxpayers, they'd be demanding an investigation about why their superintendents are failing to provide their community's students with Common Core aligned textbooks and bullying and harassing students and parents who sought to opt out of the unfair and destructive testing scheme.

They are paid more if they do more work for the community, but they can't understand why teachers should get a bonus to compete with one another for test scores.

If I totally lost my mind and any sense of why I actually became an English teacher, I could crank out students with great BS Tests scores who knew absolutely nothing about the literature, history and culture of their own country (or any other).

Shows how and why liberals and conservatives managed to find common ground and align against the teacher unions to implement the testing everyone hates.

Why value - added evaluation based on test scores is junk science, and why firing teachers is not a school improvement strateWhy value - added evaluation based on test scores is junk science, and why firing teachers is not a school improvement stratewhy firing teachers is not a school improvement strategy.

Meanwhile, Scott Minnick, a public school teacher in Glastonbury and resident and Board of Ed member of East Hampton, Connecticut explains why parents should join him in opting their children out of the unfair, inappropriate and discriminatory Common Core Smarter Balanced Assessment Consortium SBAC Test.

If we are using software as teachers, why not treat them as teachers in our test - score analyses?

Why let poor test writers profit and tell parents and teachers they are «wrong».

While not yet acknowledging how holding teachers accountable for their students» test scores, while ideal, simply does not work (see the «Top Ten» reasons why this does not work here), at least the federal government has given back to the states the authority to devise, hopefully, some more research - informed educational policies in these regards (I know....).

While the authors shame all states for minimizing teachers» test - based ratings before these systems had a chance, as also ignorant to what they cite as «a robust body of research» (without references or citations here, and few elsewhere in a set of footnotes), they add that it remains an unknown as to «why state educational agencies put forth regulations or guidance that would allow teachers to be rated effective without meeting their student growth goals» (p. 4).

Filled with specific examples of effective purpose statements, assignments, and tests across grade levels and content areas, The Purposeful Classroom is essential reading for all teachers who want their students to truly understand what they are learning and why.

These tests aren't merely a test of the teachers and school and instruction, which is why to effectively judge teachers you need to consider demographics and improvement.

Why not hold principals accountable for the success of their schools — and give them the tools to be real managers, bosses, executives — and let them decide to what degree and how they use student test scores in assessing their teachers?

Joseph Vrabely, an education board member, said he didn't understand why years after Gov. Dannel P. Malloy made linking test scores to teacher evaluations a centerpiece of his education reform plans, the board was now considering a «total divorce» from the policy.

If you remove Common Core from everything else — the new teacher evaluation plan, the perceived charter - Pearson - TFA cabal, increased testing, whatever — I can't see why anyone would oppose a more rigorous curriculum that holds students to a higher standard.

Back to the issue at hand, why should test score data, even crunched in a value - added way, be published in the paper alongside the names of individual teachers?

«I see teachers who say to me, «This is why I got into teaching, not to make sure kids pass the state test,»» Gross said.

This situation would be wrong, and that's exactly why linking teacher evaluations to raw student test scores is patently unfair.

Lift the cap on charter schools and do not block student tests results from being incorporated into teacher evaluations are both good examples of why the feds need to have the bulk of control in our schools.

I'm also not clear as to why teacher accountability (through evaluation of student learning by test scores and other, richer measures) runs counter to teaching students the value of self - discipline and motivation.

If these countries don't debate school choice, teacher accountability, or high - stakes testing, why do we?

Joanna Schmizzi, a high school teacher in Mecklenberg County, says she has a theory about why lawmakers want to repeal the Common Core and avoid national tests.