Sentences with phrase «about an evaluation score»

Generally, the topic of student achievement and teacher evaluation has been more about an evaluation score and less about how teacher growth can affect student achievement.

Not exact matches

It will mark your first experience with evaluations, team meetings, jargon - filled documents that reduce your child to scores and apparent potential, and helpful people who know more about your child in some ways than you do.

⇒ Acclimating Your Dog to Your Baby's Routines ⇒ Acclimating Your Dog to Your Baby's Things ⇒ Five Step Positive Proaction Problem Prevention Plan ⇒ What Do You Know About Dogs and Baby Quiz and Answer Key ⇒ Your Dog's Evaluation and Scoring Tool ⇒ Body Language of Dogs Illustrated Guide ⇒ Evaluating Your Dog's Routines — As They Are, How They Need to Change ⇒ Bringing Baby Home Instructions and Checklist ⇒ What To Do When — Troubleshooting Guide ⇒ Warning Signs of Potential Problems ⇒ How to Use the Lure - Reward Method of Training ⇒ Additional Resources ⇒ Guidelines for Choosing a Dog Trainer ⇒ Answers to Common Questions and Problems

New York's current law — pushed by Cuomo in April — allows districts to base up to about half of teachers» annual evaluations on «growth scores» generated by a complex numerical formula.

The letter, written by a top Cuomo aide, says the student test scores are «unacceptable,» and asks Board of Regents Chancellor Merryl Tisch and outgoing Education Commissioner John King what to do about an evaluation system that rates just 1 percent of all of the teachers in the state as poorly performing.

Following a three - year study that involved about 3,000 teachers, analysts said the most accurate measure of a teacher's effectiveness was a combination of classroom observations by at least two evaluators, along with student scores counting for between 33 percent and 50 percent of the overall evaluation.

About 38,000 teachers, or 20 percent, had one - fifth of their evaluations based on their students» scores in the fourth - through eighth - grade English and math tests.

Gov. Andrew M. Cuomo, once her ally on using test scores in teacher evaluations, did an about - face.

The task force's report, which came with Mr. Cuomo's implicit approval, represented an about face by the governor, a Democrat, who in January had called for test scores to account for half of some teachers» evaluations.

Once all the scientists who signed up to review a story have submitted their evaluations, Vincent calculates the article's mean score and either he or the website's associate editor, Daniel Nethery, write a summary of the commentary about the piece.

It would seem that the ongoing discussions about «teacher effectiveness» and the creation of evaluation systems focused on measuring a teacher's capacity (increasingly based on test scores) often do very little to actually develop that capacity.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

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.»

Nor did the public's evaluation of American schools change much between 2007 and 2009, despite the media drumbeat of negative information about dropout rates and test scores.

Over the years for which we have data, about four percent of the total teacher workforce was dismissed each year for low evaluation scores.

In a profession that already feels under siege, the decision in most states — encouraged by the U.S. Department of Education — to press ahead with using student test scores as a significant component of a teacher's evaluation «just fuels the perception that we care more about weeding out weak teachers than giving the vast majority of teachers the time and support they need to make a successful transition to Common Core,» says Schwartz.

This component makes up 50 and 75 percent of the overall evaluation scores in the districts we studied, and much less is known about observation - based measures of teacher performance than about value - added measures based on test scores.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

The initial government evaluation gathered data through 2008 - 09, so the graduation rate analysis is only based on about 300 students (as compared to 1,300 students from multiple grades included in the test - score analysis).

(If you want to learn more about the debate surrounding test scores and teacher evaluation, check out ARW's 2010 documentary Testing Teachers).

They attribute that to concern about tying scores on Common Core - aligned tests to teacher evaluations.

Deasy said the Gates report has «strengthened» his inclination toward counting test scores for about 30 % of the evaluation, with observations making up the greatest share.

They also could have genuinely reassured teachers anxious about the use of test score gains in teacher evaluations.

Jason Kamras, deputy to D.C. Schools Chancellor Michelle Rhee in charge of human capital, talks with Education Next about the new teacher evaluation system put in place in D.C. Beginning this year, teachers in D.C. will be evaluated based on student test scores (when available) and classroom observations (by principals and master educators), and poorly performing teachers may be fired, regardless of tenure.

So they changed their talking points: Now the teachers were upset about evaluations that would link their performance reviews with students» test scores.

You'd think the respondents would be more concerned about that, given their very negative take on Washington's efforts to improve teacher evaluation — with 81 % strongly believing that federal policy should not «support teacher evaluation systems that rely significantly on» student test scores.

They'll be told that their schools» test scores are about to fall off a cliff and that huge numbers of teachers, thanks to new evaluation systems, are about to be rated as ineffective.

School choice opponents have seized on these findings as evidence that these programs are ineffective and even harmful while advocates point out that Louisiana is heavily regulated, the first few years of an evaluation tell only the worst part of a story (i.e. there are transition effects), and that we should be careful about a heavy - handed focus on test scores.

Teachers and administrators alike had been anxiously waiting for more details about the evaluations since Gov. Chris Christie signed a new tenure law that permits them to be evaluated, at least in part based on their students» test scores and other measurements of achievement.

Thursday's LA Times editorial about the use of student achievement data in teacher evaluations around the country (Bill Gates» warning on test scores) makes some valuable points about the dangers of rushed, half - baked teacher evaluation schemes that count test scores as more than half of a teacher's evaluation (as is being done in some states and districts)...

Moreover, the two premises represent a tautology — student test score growth is the most important measure, and we have to choose other teacher evaluation measures based on their correlation with student test score growth because student test score growth is the most important measure... This point, by the way, has already been made about the Gates study, as well as about seniority - based layoffs and about test - based policies in general.

In surveys and focus groups, they have complained about feeling monitored, and harbor concerns that it's harder for teachers in the most challenging schools to get top scores on the evaluation.

For The Record Los Angeles Times Sunday, January 27, 2013 Home Edition Main News Part A Page 4 Local Desk 1 inches; 40 words Type of Material: Correction Teacher evaluations: The caption for a photo that accompanied an article in the Jan. 20 California section about members of United Teachers Los Angeles approving the use of student test scores in teacher evaluations misspelled Lisa Karahalios» name as Karahahlios.

The controversial National Council on Teacher Quality (NCTQ)-- created by the conservative Thomas B. Fordham Institute and funded (in part) by the Bill & Melinda Gates Foundation as «part of a coalition for «a better orchestrated agenda» for accountability, choice, and using test scores to drive the evaluation of teachers» (see here; see also other instances of controversy here and here)-- recently issued yet another report about state's teacher evaluation systems titled: «Running in Place: How New Teacher Evaluations Fail to Live Up to Promises.»

The Tennessean reports that Metro school officials said at a school board meeting this week that 195 out of about 6,000 Nashville teachers got a score of 1 out of 5 on state - mandated evaluations during the 2011 - 2012 school year.

In addition, the evaluations of about 20 percent of educators — those who teach math and language arts in third through eighth grades — include student test scores.

Using multiple measures such as teacher evaluations, classroom observation and student test scores, TNTP rated about half the teachers in their 10th year or beyond as below «effective» in core instructional practices such as developing students» critical thinking.

Here's a discussion about education evaluation systems that don't obsess on standardized test scores.

In particular, they've noticed that teachers and others have expressed strong reservations about any evaluation system that relies too heavily on student test scores.

They spoke about the evaluation of teachers by test scores, and he listened to her concerns.

If this level were healthy, I would not already be noting that teachers are becoming hesitant to take on a student teacher due to fears about subsequent evaluation by test scores.

Back on June 3, 2011, she wrote a letter to President Obama, detailing her concerns about the emphasis on student test scores as a prominent part of educator evaluation.

Previous posts: UTLA's Confusing Flip - Flop on Evaluations, Questions About Teacher Evaluation Deal, Next Steps to Finalize Teacher Deal, Breaking News: Test Scores to Be Used in Teacher Evaluations

Shannon Marimón, division director for the state Department of Education bureau that oversees teacher evaluation, said that teacher evaluation plans from Weston and LEARN both allow for «a more holistic approach to scoring and thinking about the weightings of the components.»

Teachers in states that mandate the use of high - stakes test scores for teacher evaluations reported: 1) More negative feelings about testing 2) Much lower job satisfaction, and 3) Much higher percentage thought of leaving the profession due to testing.

About half of a teacher's evaluation is based on skills and knowledge, with the balance on outcomes like student test scores and graduation rates.

Even the biggest national supporters of value - added evaluations concede to caveats: Sufficient data exist for only about 20 percent of teachers nationwide to be given value - added scores.

«It's not simply a matter about what they scored last year and did they improve,» said Juan Copa, director of research, evaluation and educator performance at the state's Department of Education.

Right now they are wrong 26 percent of the time,» she said, referring to a 2010 report on value - added measures by Mathematica Policy Research that said there is about a 25 percent chance of an error if three years of test scores are used in the evaluation.

In Tennessee, where student test scores count for 35 percent of a teacher's evaluation, questions have been raised about the system's accuracy and reliability, with someteachers seeing inconsistencies between the scores they receive on observations and their value - added ratings.