Sentences with phrase «about teacher evaluation issues»

The photo here, taken several years ago, shows me with Linda after we spoke about teacher evaluation issues to a local chapter of the League of Women Voters.

By clicking on the follow links, you can read additional articles that Jonathan Kantrowitz has written about the teacher evaluation issue,

Not exact matches

«Our members are very knowledgable about education issues, and while there is great concern about the implementation of the Common Core and the over-reliance on testing, there are many other issues that are front - burner for NYSUT members,» he said, listing concerns over the property tax cap, equitable school funding, the teacher evaluation system and the statewide expansion of pre-kindergarten.

He also accused the governor of «demonizing» teachers and «moving down the wrong path» on standardized testing, though Cuomo has recently done an about - face on that issue, most notably calling — through his latest reform task force — for a moratorium on linking test results and teacher performance evaluations.

Elia is already talking about how she hopes to tackle some of the key issues facing state education, including the annual teacher evaluations, opt - outs and testing.

Last month, StudentsFirstNY officials met with public school parents to talk about the issues surrounding teacher evaluations.

A group of Suffolk County school district superintendents have sent a letter to state education commissioner John King urging him to address their concerns about over-testing, the fast pace of mandating Common Core standards inside the classroom and issues with new teacher and principal evaluation programs, according to Friday's Newsday cover story.

Most of the issues about which they have concerns — whether it's standards, assessments, teacher evaluation, or something else — are policies developed at the state or federal level.

To be sure, mistakes were made: Not understanding the limitations or unintended consequences of federal leadership on education; a disastrous, ill - timed excursion into teacher evaluation reform; a technocratic impulse that was insufficiently sensitive to parents» concerns about issues like student privacy; and on and on.

• 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

Click here to learn more about New Mexico's education reform story, or, to learn more about teacher evaluation reform, read «The Teacher Evaluation Revamp, in Hindsight,» by Chad Aldeman from our Spring 2017teacher evaluation reform, read «The Teacher Evaluation Revamp, in Hindsight,» by Chad Aldeman from our Spring 2evaluation reform, read «The Teacher Evaluation Revamp, in Hindsight,» by Chad Aldeman from our Spring 2017Teacher Evaluation Revamp, in Hindsight,» by Chad Aldeman from our Spring 2Evaluation Revamp, in Hindsight,» by Chad Aldeman from our Spring 2017 issue.

As Sandi Jacobs, managing director of state policy for the National Council on Teacher Quality, said, «There wasn't enough concern about how these things [the Common Core and teacher evaluation] were running down the path together until the tests became an issue.Teacher Quality, said, «There wasn't enough concern about how these things [the Common Core and teacher evaluation] were running down the path together until the tests became an issue.teacher evaluation] were running down the path together until the tests became an issue.»

What about data collection, teacher evaluation and other issues often thought synonymous with the Core?

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.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.teacher evaluation systems titled: «Running in Place: How New Teacher Evaluations Fail to Live Up to Promises.Teacher Evaluations Fail to Live Up to Promises.»

When looking at what makes for an optimal teacher evaluation system, perhaps one of the key issues we face is that we think about evaluation and professional development as two separate endeavors.

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It challenged Board of Regents Chancellor Merryl Tisch and outgoing Education Commissioner John B. King Jr. to answer questions about whether to lift the cap on charter schools, how to make it easier to remove ineffective teachers and how to make teacher evaluations more stringent, among other issues.

The NEA, which represents about one out of every 100 Americans, has been increasingly at odds with the Obama administration over testing and teacher evaluations, among other issues.

He spoke on Wednesday evening before about 100 public school teachers at a panel hosted by Educators 4 Excellence, an advocacy group for public school teachers, at the Scholastic Corporation headquarters in SoHo, focusing on two of the most controversial issues of the last year: Common Core implementation and teacher evaluations.

I have already begun researching more about teacher evaluation to be more educated on the issue and to make the changes teachers and our students deserve.

By wading into principal evaluations, the group is taking on an issue that has drummed up little of the controversy that accompanies debates about teacher effectiveness.

Many of the issues articulated by PEAC members are ones that CEA has voiced concern about already and addressed in the proposed CEA teacher evaluation guidelines released at a news conference last week.

In the second episode of CASconversations, CAS President Dr. Rosie O'Brien Vojtek sits down with Attorney Tom Mooney to talk about a number of issues impacting school administrators, including the 2017 legislative session, teacher evaluation practices, funding of the state teacher pension system, and the importance of being disciplined in the use of social media and electronic communications.

The goal of EPAC is to collaborate with and advise the NJDOE throughout implementation of the EE4NJ teacher and principal evaluation pilots, providing feedback about issues and challenges and issuing recommendations on the development and implementation of a statewide evaluation system based on:

It's significant that PEAC's recommendation is unanimous, for 2 reasons: First, it appears that the leadership shown by CEA last year in striving to work with PEAC members to have deeper discussions about the issues has been successful, which, in turn has brought a more clear understanding of the negative impact brought about by including mastery test scores in teacher evaluation; and second, a unanimous decision will, hopefully, have a greater impact on the way the State Board of Education discusses and reviews the recommendation.

The diversion, as he called it, over teacher evaluations «keeps us from talking about the real issues we face,» such as inadequate funding and lack of meaningful teacher input at schools.

Teachers will hand out evaluations for the students to complete where they answer questions about and rate each team member including themselves and discuss any teamwork issues that arose.

EDUCATION CONNECTION Professional Development Specialist Susan Domanico, CEA Teacher Development Specialist Kate Field, and AFT - Connecticut Professional Issues and Development Coordinator Jennifer Benevento talked to PEAC about their work with Professional Development and Evaluation Committees.

«We've already had some positive conversations with administrators about concerns teachers have around teacher evaluation and testing, and we look forward to further discussions on those issues,» Borofsky said.

Asked about these claims, Salim said that issue of teacher evaluations is «complex,» but that a recent internal «look at evaluation ratings in aggregate does not seem to indicate that teachers of color are evaluated more harshly.»

In my experience, this is a pretty common pattern: A person who works for a well - funded, anti-public education organization, whose full - time job it is to seek out social media articles and blog posts on specific topics (i.e., charter schools, teacher tenure, teacher evaluation systems) and then respond with forceful and negative responses, engages in a back - and - forth about a particular topic or issue.