Sentences with phrase «actually value teacher»

Students actually value teacher praise more than accolades from peers, according to the study.

Not exact matches

Teachers, for instance, say they value creativity in their students but have been shown to actually prefer more docile and conventional pupils.

But the relationship is actually the opposite of what one might expect: while all parents place a high value on teacher quality, low - income parents are more likely to emphasize the importance of school safety, test scores, and discipline.

Refunding and rolling over her contributions to a tax - sheltered savings vehicle would actually allow that teacher to grow and invest her contributions, rather than giving it up to the state and waiting the years before she can actually collect a retirement pension, whereupon its value has eroded over time.

In short, the authors provide a persuasive answer to the question: does a high - value - added teacher actually raise subsequent test scores?

The positive energy that results when students feel seen, known, and valued actually gives back energy to the teacher, improves the classroom culture and tone, and replenishes energy and time for intellectual work together.

Teachers with high value - added scores are not «teaching to the test» but actually improve students» higher - level thinking, and these students report trying harder and enjoying school more

Demonstration lessons lend credibility to the teacher leader's work, and are often highly valued by teachers because they can see how the lesson actually works.

Teacher CPD is salient as, without an agreement as to what «Britishness» and «British values» are, teachers» efforts not to undermine British values might actually serve to accentuate «differences» and create racial tensions.

These flaws included but were not limited to that only 17 % of the teachers included in this study (i.e., teachers of reading and mathematics in grades 4 through 8) were actually evaluated under the value - added component of the IMPACT system.

Perhaps the best evidence of the value of a games approach to word study comes from teachers and parents who actually use them.

Speaking at the Association of School and College Leaders» annual conference in Birmingham last week, Damian Hinds promised to «strip away the workload that doesn't add value and give teachers the time to focus on what actually matters».

The VAM — actually a family of algorithms — purports to determine how much «value» an individual teacher adds to a classroom.

The teacher with the lowest principal rating in the study actually got a higher value - added score than the teacher with the highest principal rating.

I actually would have expected it to have more correlation just because of possible biases that make one teacher's value - added good or bad.

Any difference between the student's projected result and how the student actually scores is the estimated «value» that the teacher has added or subtracted during the year.

I think the lure of learning about an approach to recruiting and developing teachers that has been successful in recruiting and developing starting NFL quarterbacks and multi-million-dollar year financial advisers (the good ones, who actually add value instead of merely run a shell game should be enough incentive for any educator who has take the time to read the posts here.

The report, titled «Subtraction by Distraction: Publishing Value - Added Estimates of Teachers by Name Hinders Education Reform,» published by the Center for American Progress (CAP), argues that publicly identifying teachers with value - added estimates of their abilities actually will undermine efforts to improve public schValue - Added Estimates of Teachers by Name Hinders Education Reform,» published by the Center for American Progress (CAP), argues that publicly identifying teachers with value - added estimates of their abilities actually will undermine efforts to improve public Teachers by Name Hinders Education Reform,» published by the Center for American Progress (CAP), argues that publicly identifying teachers with value - added estimates of their abilities actually will undermine efforts to improve public teachers with value - added estimates of their abilities actually will undermine efforts to improve public schvalue - added estimates of their abilities actually will undermine efforts to improve public schools.

It is important to note that while opposition to high - stakes testing and value - added analysis often seems self - serving — it is easy to see why ineffective teachers might resist accountability — moving towards embedded software - based assessment actually raises the level of transparency, by allowing us to monitor not just what happens on the day of a high - stakes test, but rather to see how students learn over time.

This can occur, regardless of what is actually happening in terms of actual effectiveness across America's classrooms, when the purported value that teachers add to or detract from student learning (i.e., 50 % of the state's model) is to substantively count, because VAM output is not calculated in absolute terms, but rather in relative or normative terms.

In the United States also it's only about one - third of the teachers that see their job, their hard work actually valued by society.

The value - added formulas actually compare how students are predicted to perform on the state ELA and math tests, based on their prior year's performance, with their actual performance, as Teachers College Professor Aaron Pallas wrote here.

Let's begin with a summary of evidence on value - added measurements that a teacher might actually see.

The idea behind this display is that each teacher has produced a «true value - added score» but that the score we actually observe is an imprecise estimate of that score.

Two kinds of errors of interpretation are possible when classifying teachers based on value - added: a) «false identifications» of teachers who are actually above a certain percentile but who are mistakenly classified as below it; and b) «false non-identifications» of teachers who are actually below a certain percentile but who are classified as above it.

And a poor value - added model design could attribute student outcomes (either positive or negative) to a teacher's performance that are actually caused by other factors not measured in the model.

Dr. Good is also quick to acknowledge that, despite the reiterated notion that teachers matter and thus should possess (and continue to be trained in) effective teaching qualities (e.g., be well versed in their content knowledge, have strong classroom management skills, hold appropriate expectations, etc.), «fad - driven» education reform policies (e.g., teacher evaluation polices that are based in large part on student achievement growth or teachers» «value - added») have gone too far and have actually overvalued the effects of teachers.

And we have watched how the Tennessee Board of Education and other leaders in the state have met, attempted to rescind, and actually rescinded some of the policy requirements that tie teachers» to their VAM scores, again as determined by teachers» students» performance as calculated by the familiar Tennessee Education Value - Added Assessment System (TVAAS), and its all - too - familiar mother - ship, the Education Value - Added Assessment System (EVAAS).

He will say the country needs to «get back to the essence of successful teaching» and «strip away the workload that doesn't add value» to give teachers the time and the space to focus on «what actually matters».

NMPED and the Albuquerque Journal Editorial Board both underscore the point that teachers are still primarily being (and should primarily continue to be) evaluated on the basis of their own students» test scores (i.e., using a value - added model (VAM)-RRB-, but it is actually not that simple.

It's really nice to know that every teacher is operating in that same fundamental and same process of making sure the kids feel valued, accepted and significant and they actually know (and I know it's a cliché) that kids matter.