Sentences with phrase «about effectiveness in the classroom»
When I retired from leading a portfolio of schools with 10,522 students K - 12 in December, I felt my job dealt mostly with compliance with law and less about effectiveness in the classroom.
http://character.org/ Not exact matches
How do you apply research about teacher effectiveness in your classroom decisions?
Decisions about licensure, and presumably tenure, would be based on — and here's where things get tricky — «observations of candidates» performance in real - time classroom settings and demonstrated effectiveness in supporting students» academic growth.»
Failing districts often use resources in a manner that runs counter to the evidence about the practices that most improve the effectiveness of teaching and learning in the classroom.
He further testified that standardized test scores don't provide enough information about what goes on in a classroom and should therefore not be used to assess a teacher's effectiveness.
The Advocate Guest column: School choice data doesn't reflect classroom reality As school choice continues to gain support, we must broaden the conversation about effectiveness to include more than scores, and we must seek access to more data that can help us determine not just how students are performing in math and reading, but what effect expanding educational options has on them beyond graduation.
If anyone tries to convince you that you can judge a teacher's effectiveness or you can help a teacher improve her teaching without observing that teacher in a normal classroom situation that person knows little or nothing about teaching.
There's been chatter in the educational blogosphere lately about the effectiveness of classroom walkthroughs.
More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.
The chapter provides information about a teacher's background in professional knowledge, verbal ability, preparation and certification, and experience relative to classroom effectiveness.
To put the magnitude of this leadership effect in perspective, quantitative school effectiveness studies (Hill, 1998) indicate that classroom factors explain only a slightly larger proportion of the variation in student achievement - about a third.
New insights are emerging about the critical role students play in maximizing the effectiveness of formative assessment practices; about how to help teachers develop and hone their formative assessment skills; and about how education policy can be used more effectively to deepen and scale up the use of classroom - based assessment practices.