Sentences with phrase «accountability for student learning»

For me, however, what is most instructive in the report are the truly encouraging results in Washington, D. C. and the states of Tennessee and Indiana, all of which are pioneering in the measurement of growth in student achievement as a component of educator evaluation, compensation, and continuing employment; advancing charter school expansion; and remaining strongly committed to other elements of accountability for student learning.

The first line in the NEA Commission on Effective Teachers and Teaching report, Transforming Teaching: Connecting Professional Responsibility with Student Learning, is, «We envision a teaching profession that embraces collective accountability for student learning balanced with collaborative autonomy that allows educators to do what is best for students» (2011).

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning.

«It is really important that folks understand we value accountability for student learning incredibly.

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.

Vallas never attempted to institute direct teacher accountability for student learning.

While her primary focus — and the focus of many media reports about her — has been on vouchers, tax credits, and education savings accounts, organizations she has led or helped found have also advanced other reform initiatives, such as accountability for student learning and more - rigorous academic standards.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

Not exact matches

Accountability has been a central theme of education reform for almost two decades, driven by the unchallenged central finding of James Coleman's seminal 1966 study: Although some interventions are demonstrably more effective than others, there's no direct link between what goes into a school by way of resources and what comes out by way of student learning.

• Digital learning has yet to prove itself fully and to develop into an integrated paradigm - shifting approach, but early stories of success are promising, provided digital learning respects the principles of transparency, accountability, and choice for students.

Digital learning that exploits online courses and broadband capabilities can expand choice for students, ensure transparency and accountability for courses offered online, and create opportunities for many more students to come into contact with the very best teachers.

(My sense of things was borne out by a study Christopher Berry and William Howell did for Education Next in 2008, «Accountability Lost: Student learning is seldom a factor in school board elections.»)

The new version of the law, he said, will need to ensure effective teachers and principals for underperforming schools, expand learning time, and devise an accountability system that measures individual student progress and uses data to inform instruction and teacher evaluation.

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.

Continuous Accountability: For students to learn to be both hard working and conscientious, you must be able to check their work as it is being done.

This individual pacing helps to increase student ownership and accountability for their learning — traits that all students need, especially students with special needs.

For enhancing student achievement, the most successful cooperative learning approaches have incorporated two key elements: group goals and individual accountability.

«We are committed to establishing a worldwide educational system by simultaneously raising the standards of learning, affording greater autonomy at the local school level, and creating increased accountability for student success,» said Lillian Gonzalez, the director of the Department of Defense Education Activity,...

NCLB has been a great success in the sense that no one disagrees with its goals: accountability for results, addressing issues of teacher quality, putting a spotlight on the learning of all students, and better targeting of funds to districts serving the most disadvantaged students.

As I recently heard Susan Patrick, head of iNACOL, explain, competency - based assessment has huge implications for accountability 3.0: in competency - based systems we will hopefully have more and deeper evidence of student learning by which we can in turn assess school and providers efficacy and hold them accountable for their students» track record.

Almost all now have standards for what students should know in core subjects, tests to measure student learning, and at least the beginnings of an accountability system to hold schools responsible for results.»

From that line of thinking was born Opportunity Culture, an initiative to try this idea: Let school teams with teachers on them redesign jobs and use age - appropriate technology to extend the reach of excellent teachers and their teams to many more students, for more pay, within regular budgets, adding more planning time, and having them take full accountability for the learning of all the students they serve.

If an accountability system places greatest weight on growth, it creates an incentive to maximize the rate and amount of learning for all students and supports an ethos of effort and improvement.»

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.

Students can't improve or become managers of their own learning without constant, real - time assessment and feedback, referred to in PBL instruction as assessment for learning, as opposed to assessment for school, district, or classroom accountability.

In light of widespread efforts to hold schools accountable for student learning, a push highlighted by the passage of No Child Left Behind in 2001, we were interested in seeing how much emphasis programs placed on assessment and accountability within the core curriculum.

When Bishop examined the effects of high - school exit exams, one traditional form of external accountability, on intrinsic motivation by comparing whether students subjected to this approach engaged in less reading for pleasure or were more likely to associate learning with rote memorization, he found no evidence that accountability undermined natural curiosity and even found some evidence of the opposite.

This book — short, dense, and likely to be particularly prized by those who love tables full of statistics, though the prose is very clear — is an important contribution to the growing collection of high - quality studies finding that greater accountability, autonomy, and choice do, indeed, make for a better education system and greater student learning.

Public schools receive additional resources for students labeled learning disabled, and they may be able to exempt learning disabled students from accountability testing.

In 2008, the NEA unveiled the «Great Public Schools for Every Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.»

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

Standards - based reform was fed by three factors: increased expectations for learning beyond high school, which led to a focus on college readiness for all; the availability of reliable and cheap measures of student proficiency in reading and math; and the push for teacher and school accountability.

For challenges like large class sizes, high - stakes testing, and intense focus on teacher and administrative accountability, increasing success by all students means we must engage them into the learning dialog.

Her work centers around five essential school priorities: • Supporting school leadership • Using data transparently for accountability • Coordinating a multitier system of support • Providing embedded professional development based on best practices • Engaging parents and families This free one - hour webinar is sponsored by Learning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disabLearning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disablearning & visual disabilities.

That's in part because schools» accountability for the progress that English - learners make in learning the language is now integrated into Title I, the federal program under which the performance of all other students is scrutinized.

As part of C.M. Rubin's Top Global Teacher Bloggers, this is my response to this month's question: What should a holistic approach to learning look like and how do we shift the focus from the accountability measures in existence now to ones that are relevant for all students in a changing world?

The groups say that this role must be maintained in any bill to reauthorize the ESEA, along with ensuring that each state adopts college and career - ready state standards, aligned statewide annual assessments, and a state accountability system to improve instruction and learning for students in low - performing schools.

The organizations oppose the draft Student Success Act because «it abandons accountability for the achievement and learning gains of subgroups of disadvantaged students who for generations have been harmed by low academic expectations.

But none of them hold as much promise for student learning as any one of the many school reforms on the nation's agenda — student and school accountability, school choice, and changes in teacher recruitment, compensation and retention policies.

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.

If, rightly, we want to reject a zero - sum trade - off between our values, if what we need are a highly attractive long - term profession for successful teachers, accountability for student results, and a far more rigorous curriculum driving far higher learning outcomes for our students, are we willing to rethink the system from scratch and put everything on the table?

These «MCLs» coach, co-teach, co-plan and collaborate with their team teachers, while taking accountability for the learning outcomes of all the students the team serves.

Provide real development and accountability for teachers: Ensure that all teachers have access to constructive feedback, and that students are not stuck in classrooms where little learning goes on.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

Avoid expanding school privatization options, including privately - operated charter schools, vouchers and neo-vouchers, such as tax credits and opportunity tax scholarships, which research shows: (1) fail to deliver on the promise of better learning opportunities and student performance; (2) siphon limited resources from local community schools; (3) open up the potential for violating students» civil rights; (4) hinder transparency and accountability; and (5) tend to lead to more schools being racially segregated.

Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving instructional practices, including those for English language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student needs.

Thus, as the federal government continues to review and approve states» plans and states begin to implement their new accountability frameworks and school improvement strategies, they must work together to remember the teachers standing in front of our nation's classrooms — for they are critical to all of these other efforts and, ultimately, will have the most impact on their students» learning.

He makes the point that accountability alone can not improve student outcomes - it can only point out the need for strategies and supports that help students learn.

For four pioneering multi-classroom leaders in high - need elementary, middle, and high schools, it starts with taking accountability for up to 500 students and leading a collaborative teaching team toward higher growth and personalized learning for all those studenFor four pioneering multi-classroom leaders in high - need elementary, middle, and high schools, it starts with taking accountability for up to 500 students and leading a collaborative teaching team toward higher growth and personalized learning for all those studenfor up to 500 students and leading a collaborative teaching team toward higher growth and personalized learning for all those studenfor all those students.

Each of the districts featured has redefined its focus on assessment and accountability — away from an externally imposed burden to a valuable policy lever for redefining roles, garnering critical support for essential work, and fostering collective ownership on the part of all adults for student and organizational learning.