Sentences with phrase «about teacher accountability»

The first round of grants sought to ensure that states were serious about teacher accountability.

The results are very similar when asking about teacher accountability.

Not exact matches

And especially in this moment when we really care a lot about accountability in schools, there has been an increasing emphasis on finding measures — like a student's standardized test scores — to tell us if a teacher is a good teacher.

Moe, who has been writing about education reform for more than two decades, argued last year that «The teachers unions are the raw power behind the politics of blocking [education accountability reform].

Commenting on the statement by the Secretary of State for Education setting out proposals to reform the system of primary assessment, Chris Keates, General Secretary of the NASUWT - The Teachers» Union, said: «It is important to recognise, and as the NASUWT has stated consistently, that many of the concerns expressed about statutory primary assessment are the direct result of their use in the current high stakes school accountability regime.

Yes, the teachers» union has been successful in sowing a small backlash against accountability measures in communities that don't have to worry about unacceptably low student performance.

The data that are necessary to report out for public accountability are different from the data that a teacher needs to make daily decisions about helping a student master a concept.

Ill thought out government reforms and an excessive workload, brought about in a large part through unnecessary accountability measures, are already putting teachers under considerable pressure.

A candidate talks grandly about teacher evaluation, accountability, professional learning, personalized learning, or social and emotional learning?

Is accountability something that teachers are learning about in their preservice education, when it comes to virtual education?

Complaints about pay and working conditions are the most common explanations among teachers, but many cite a lack of administrative support, flawed accountability systems, and the drudgery of paperwork and testing.

Tucked into the middle of the book, in a chapter about teacher evaluation, is a passage that gets to the crux of the debate on accountability:

Thus, while Koretz has reason to be concerned about the perils of test - based accountability, evidence from DCPS suggests that it can work — when «it» is a nuanced system that uses more than tests alone to evaluate schools and teachers (more on this below).

From the early days, I was dismayed that most government agencies saw charter schools more as an escape valve for angry parents and disaffected teachers, not as a way to create better schools by establishing binding performance goals and consequences, placing the locus of authority and accountability at the school level, and pushing schools to be distinctive and purposeful about their instruction.

• The big issues the Department of Education will face when issuing regulations • How states might think fresh about their accountability systems, teacher evaluations, and interventions in low - performing schools • The timeline for the coming two years

Thanks to a last - minute revision to North Carolina's year - old K - 12 accountability law, none of the teachers in the state's lowest - performing schools had to take a much - talked - about competency exam last week.

One of the basic critiques of using test scores for accountability purposes has always been that simple averages, except in rare circumstances, don't tell us much about the quality of a given school or teacher.

In particular, states appear to have taken a wait - and - see attitude about changing their accountability systems or their requirements for teacher licensure to bring them into line with the reauthorization of the Elementary and Secondary Education Act.

It doesn't erase the need for rigorous standards, tough accountability, vastly improved data systems, better teacher evaluations (and training, etc.), stronger school leaders, the right of families to choose schools, and much else that reformers have been struggling to bring about.

Now, if you say anything about needing something more or different beyond testing and accountability, teacher evaluation, or whatever, people say that you're not a real reformer.

With one notable exception, I failed to get teachers to slow down, relax about the accountability bugaboo, and talk about best practices in light of the work students actually produced.

Accountability's edge is undoubtedly due not only to widespread public support for the idea (see «What Americans Think about Their Schools,» Fall 2007), but to the fact that, as practiced, it has posed only a minimal threat to the great vested interests of American education: local school boards, state departments of education, schools of education, and teacher unions.

Most promising, TEAC's heavy emphasis on the obligation of teacher - education programs to produce convincing evidence in support of the claims they make about their own quality has the potential to enhance accountability in teacher education.

Teachers seemed to have somewhat mixed feelings about the standards and accountability policies that drove the district's effort to align the curriculum.

We hear about the importance of teacher accountability, of better test scores in math, sciences, and English.

Accountability pressures on teachers, allied with concerns about inspection and the narrowing curriculum options with EBacc are fostering competitive classroom environments where teachers are feeling forced to teach to test and not to the benefit of learners or their community.

Secretary of Education Arne Duncan has said that much of the criticism about testing «is merited,» and he has agreed to wait until 2017 before using test information to evaluate teachers, putting accountability on hold until the next administration comes into office.

His work has influenced how we think about a range of education policies: test score volatility and the design of school accountability systems, teacher recruitment and retention, financial aid for college, race - conscious college admissions and the economic payoff of a community college education.

I'm incredulous when friends suggest that we can always get to the rigorous tests down the road, just as some of the state superintendents (and analysts like Eric Hanushek) are incredulous about the suggestion that we can get to teacher accountability down the road.

Some are both familiar and basically applicable, such as «set clear goals,» have checkpoints along the way to gauge (and control) student progress, worry a lot about teacher quality (principals, too), finance schools equitably, strike the right balance between autonomy and accountability, strive for a coherent «system,» etc..

Education Next's Paul Peterson and Chester E. Finn, Jr. talk this week about whether teacher quality is eclipsing accountability and choice as a reform strategy and what role research plays in this.

Under present day standards and accountability systems, states, pushed and prodded by the federal government, have moved from trying to force districts to educate students to a minimum level of basic skills and to do something about schools that are obviously failing, to holding districts, schools and teachers accountable for (in the words of the Common Core State Standards Initiative) «preparing all students for success in college, career, and life.»

My main recommendation, therefore, is to maintain the law's current annual testing requirements, while restoring to states virtually all decisions about the design of their accountability systems, including how schools and teachers are identified as under - performing and what should be done to improve their performance.

Standards are also supposed to provide the framework that shapes and organizes the rest of the education enterprise: curricula, teacher preparation, promotion and graduation expectations, testing and accountability, and just about everything else.

It struck me that no one in attendance had much thought about how this kind of design would compromise current efforts to use assessment results for accountability or teacher evaluation, or about how this would sow legitimate doubts among teachers and parents regarding fairness in a high - stakes environment.

If the new information surprises respondents by indicating the district is doing less well than previously thought, the public, upon learning the truth of the matter, is likely to 1) lower its evaluation of local schools; 2) become more supportive of educational alternatives for families; 3) alter thinking about current policies affecting teacher compensation and retention; and 4) reassess its thinking about school and student accountability policies.

The most telling example may be in New York, where the simultaneous effort to change testing and accountability fueled intense concerns about how the tests would affect teacher job security, engendering fierce backlash and strong teachers union support for the «opt - out» movement.

Despite their rhetoric expressing concern about the role that standardized tests play in our education system, politicians persist in valuing these tests almost exclusively when it comes to accountability — not only for schools, as has been the case since the inception of No Child Left Behind, but for teachers as well, with a national push to include the results of these tests in teacher evaluations.

Teachers will remain caught between ideologies of short - term economic efficiencies and the findings of educational research — between bottom lines and holistic student development; caught in the rough - edged cogs of funding formulae about resources and student achievement; caught by the Gonskis in the public - private funding debate; stuck between the so - far - disappointing results of national, standardised testing and teacher accountability (more effort is made to hold teachers accountable than trustTeachers will remain caught between ideologies of short - term economic efficiencies and the findings of educational research — between bottom lines and holistic student development; caught in the rough - edged cogs of funding formulae about resources and student achievement; caught by the Gonskis in the public - private funding debate; stuck between the so - far - disappointing results of national, standardised testing and teacher accountability (more effort is made to hold teachers accountable than trustteachers accountable than trust them!).

If entrepreneurs can be «too nice» in a public forum, self - styled reformers can be too vague — choosing to bang familiar drums like «teacher unions,» «school choice,» «accountability,» or «incentives» rather than talking clearly and concretely about the mechanics of reinventing K — 12 education.

SMARTER will continue to use one test at the end of the year for accountability purposes, but will create a series of interim tests used to inform students, parents, and teachers about whether students are on track.

«It is incumbent upon the Education Secretary to engage with teachers properly and broadly about her approach to pupil assessment and accountability.»

Joel Klein, Controversial as Chancellor of NYC Department of Education, Offers Lessons on Fixing Education WNYC: Klein writes about his eight - year mission of improvement: demanding accountability, eliminating political favoritism, and battling a powerful teachers union that seemed determined to protect a status quo that didn't work for kids.

Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.

They are worth discussing at some length because both studies reveal insights about teachers and districts that add to the picture of how accountability might be better focused.

I believe many teachers tend to view impact evaluation as about demonstrating external accountability and so have not looked to innovate in this field.

This 2008 report by Ann Duffett, Steve Farkas, Andrew J. Rotherham, and Elena Silva and sponsored by Education Sector and the Joyce Foundation analyzes a survey completed by 1,010 teachers about their feelings in regard to various educational reforms such as accountability measures, tenure, differential pay, and workplace environment.

There was clear agreement that policy makers need to respond to complaints from teachers and parents about too much testing, about accountability systems that misidentify schools as being either excellent or in need of intervention, and about state - mandated teacher evaluation systems that have consumed policy attention and controversy for little payoff in student achievement.

NJPSA has been working collaboratively with the Department of Education on ways to support teachers so that they can learn more about the Common Core, assessment design, instructional models, and the leadership and school culture necessary to foster shared accountability for student learning.

And if SEL finds a place in accountability — as it now has the potential to do under the Every Student Succeeds Act (ESSA)-- how will decisions about growth vs. proficiency impact teachers who are especially focused on these skills, but whose students may fall below standardized benchmarks?