While improvements in student learning of mathematics has often occurred in pockets of school or district student populations, implementing and sustaining systems for improvement is best achieved as a collective whole through school teams.
Not exact matches
«
While others make excuses and point fingers for the problems
in education, Governor Cuomo has delivered real
improvements that will make schools better and help our
students learn.
We'll identify areas of effectiveness and help you set priorities for areas that most need
improvement,
while keeping
in mind the critical importance of developing curricula that can be reasonably taught
in the time allotted, allowing teachers to help
students develop deep knowledge of what they're
learning.
«Across the country, states, districts, and educators are leading the way
in developing innovative assessments that measure
students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved
students; and spur
improvements in teaching and
learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how
students and schools are doing,
while providing parents, teachers, and communities with critical information about
students»
learning.»
Another part of the problem is that the federal approach pays only a passing nod to the
improvement made by individual
students,
while Florida's own method takes into account how much specific
students have
learned in a given year - exactly what parents care about.
While these are promising developments for Illinois, the results are not yet
in: we don't yet know that the new leadership preparation policies and partnerships
in the state will necessarily lead to
improvements in student learning.
Clearly, change is coming, and
while NJPSA supports many school - reform initiatives, we must take advantage of the opportunity we have
in front of us to do it right and ensure that change equals
improvement in student learning.
While each district featured had its own way of organizing its work for making and sustaining
improvements in instructional practice and
student learning, each of them implemented a set of practices that, when used
in an aligned and coherent manner, are associated with higher
student achievement.
While in reality implementing these changes is no small project, the worthiness of these efforts will be reflected ultimately
in the
improvement in student learning.
We believe that evaluation goes hand
in hand with deepening the expertise of teachers to engage
students in high - quality
learning while simultaneously increasing the expertise of school leaders to guide and support teachers
in this
improvement process.
From an «Introduction to Education» to «Advanced Topics
in Learning Technologies,» the school offers a host of classes on a range of topics that will help
students understand historical and contemporary education issues and
learn analytic and methodological skills to assess and investigate the now
while making
improvements for the future.
While the intent to give a common assessment was worthy, the planning and execution did not result
in an
improvement of
student learning.
If the objective is not just to rank teachers and slice off those at the bottom, irrespective of accuracy, but instead to support
improvement while providing evidence needed for action, this modest proposal suggests we might make more headway by allowing educators to design systems that truly add value to their knowledge of how
students are
learning in relation to how teachers are teaching.