Sentences with phrase «about teacher quality»

Well, you see it's all about teacher quality.

However, it is vital that everyone who cares about teacher quality understand how many variables, apart from the single classroom, affect measurements of student performance.

The lack of any student - centered justification for those laws — put on display for the public to see — changed the national conversation about teacher quality.

Of course, we're talking about teacher quality.

The book argues — and this is far from customary — that the nation is just not serious about teacher quality.

«In the last five years we've seen chest - pounding about teacher quality and Common Core, quick fixes like that,» he said.

However, there is greater variation among charter parents in how frequently they report communicating about teacher quality than among parents in either private or district schools.

Improving the teacher workforce is now high on the education policy agenda, and most policymakers draw on research to inform their positions about teacher quality.

If we really cared about teacher quality, we'd be better off to open pathways into the profession, support teacher professional development, and get rid of bad teachers.

If we are serious about teacher quality, it makes sense to give some attention to their perspective if their performance is to be our measure of quality.

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..

PTOs can play an important role in helping parents understand the school district report cards, which vary widely but may include data about teacher quality, funding, attendance, and discipline referrals in addition to student achievement.

Bloomberg also praised the governor for his emphasis on teacher evaluation citing the need for a system that goes «beyond what we have now - pass / fail grades that are not very informative about teacher quality.»

While there was strong bipartisan support, NCLB was tempered as always by the conflicting political forces of interested parties, including the one anachronism about teacher quality that was based on inputs rather than outputs.

Conference sessions reflected on World Bank research about teacher quality in Latin America and the Caribbean.

The requirements for highly qualified teachers that are part of the No Child Left Behind Act, as well as more stringent prerequisites surrounding teacher accreditation, have underscored discussions about teacher quality over the last several years.

The EETT conference included Don Knezek, chief executive officer of the International Society for Technology in Education (ISTE), who spoke about teacher quality and accountability.

This recorded PowerPoint provides information on the overall Title II, Part A, program, including intended uses of funds, updates about teacher quality provisions, and general requirements of school divisions under Title II, Part A. Additionally, the presentation provides information about the overall application process for Title II, Part A, including general provisions, needs assessment, and completing the program specific pages of the application.

Again, the unions couldn't care less about teacher quality or accountability; it's all about hiring more dues - payers.

But Duncan and his boss see something far more valuable still hidden in the data: evidence about teacher quality.

Teachers unions care not a whit about teacher quality.

If we are going to use value - added measures to make judgments about teacher quality, we owe it to these teachers, to their students, and to the public to do all we can to ensure that the means of computing them are accurate, reliable and fair.

«There is little information here about teacher quality, but more deprived schools also have slightly lower levels of subject - specialist teaching in Ebacc subjects.

Last week, I was one of hundreds of New York City parents rallying outside City Hall to demand answers about teacher quality — and the city's «Absent Teacher Reserve.»

Education Next also found skepticism about teacher quality: While Americans think, on average, that about half of the teachers in their local schools deserve a grade of A or B, they think that more than one - fifth deserve a D or F; even teachers give these low marks to more than 1 in 10 of their peers, on average.

On this edition of The Conversation, RiShawn Biddle chats with Teach For America CEO Elisa Villanueva Beard about the teacher quality reform outfit's more - pronounced efforts on addressing equity, criticism from reformers who prefer it to focus solely on teacher quality, and the organization's moves to bolster and diversify recruiting.

But we also care deeply about teacher quality and question the credibility of the current system which, in 2015, rated just 1 percent of NYS teachers «ineffective.»

As a follow - up to last week's article «It's all about teacher quality», we look at the fundamentals of the coaching and mentoring program at a Melbourne primary school.

Launched with a hugely popular New York Times Magazine cover story, Building a Better Teacher sparked a national conversation about teacher quality and established Elizabeth Green as a leading voice in education.

[Politicians] will talk about teacher quality, but we will see a renewed emphasis on sending the least qualified candidates (such as Teach For America) to teach primarily poor children.

«They both believe in accountability, they both have shown a faith in testing as a basis on which accountability can be done, they both seem to care a lot about teacher quality.»

Reliance on standardized achievement test scores as the source of data about teacher quality will inevitably promote confusion between «successful» instruction and «good» instruction.

Written by Claire Bove, Associate Director (more about Claire) In the national conversation about education, many voices are asking questions about teacher quality: how do we quantify it?

As a follow - up to last week's article «It's all about teacher quality», we look at the fundamentals of the coaching and mentoring program at Dandenong North Primary School in Melbourne's south - east.

Interesting, since they say, «It's all about teacher quality.»

Much of the national discussion has been about teacher quality, pointing to the level of university preparation, state credentialing and other individual characteristics of teachers.