Sentences with phrase «based on classroom performance»

But others can be earned in a much shorter period of time - such as good student discounts based on classroom performance.

NEWARK — The 4,700 - member Newark Teachers Union approved the state's first teacher contract that offers bonuses based on classroom performance.

The school's performance - based approach will accelerate student learning based on classroom performance.

Teachers should vest based on classroom performance.

The U. S. Department of Education asked states to include proposals for implementing teacher merit pay — pay based on classroom performance — in their 2010 applications for Race to the Top (RttT) monies, and many applicants promised action on this front.

Not exact matches

Teachers who earn that number of points from the classroom - observance component are virtually assured of compiling enough points from other parts of their evaluations, based on students» performance on tests, to be rated «effective.»

The system is based on multiple measures of performance including student achievement and rigorous classroom observations.

Under the proposal, teacher evaluations would be based on both objective measures, like student performance on state tests, and subjective measures like «rigorous» classroom observation.

The new evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher evaluations based on multiple measures of performance including student achievement and rigorous classroom observations.

Under the larger evaluation framework, announced in Albany Thursday afternoon, teachers will be graded on a 100 - point scale, 60 percent of which will be based on evaluations of teacher performance, including classroom observations.

To stop this from interfering with classroom Wi - Fi performance, deploy a management interface that allows you to assign priority to traffic based on what the application is, and when it is being used.

Schools operating under the alternative contract would be free to evaluate teachers based on student performance and evaluation, as well as classroom observation and other evidence.

Teachers received bonuses based on the overall performance of all tested students in their school, rather than just on the performance of students in their own classrooms.

Grouping gifted children together within the classroom (not all the time, but occasionally based on the learning objective at hand) provides them with an opportunity to collaborate with similar - ability students, which can cause them to positively challenge each other to higher performance levels.

Groups might follow a vague list of classroom norms, but high performance teams operate by an explicit ethic of service to others, listening, attentiveness, and shared leadership?all required to turn out the highest quality product based on team effort.

But while their attention has been concentrated on student performance based on standard intelligence tests, they have often overlooked the fact that vocational classrooms have their share of «gifted and talented,» said an educator who addressed a group of vocational leaders meeting here recently.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

Our report concluded that, in general, the evaluation systems we examined do a decent job of distinguishing teachers based on characteristics of classroom performance that predict how teachers will perform in subsequent years.

Several studies, including our own, clearly demonstrate that teacher evaluation systems that are based on a number of components, such as classroom observation scores and test - score gains, are already much more effective at predicting future teacher performance than paper credentials and years of experience.

Similarly, the tracking of students into classrooms based on ability or academic performance may group disadvantaged children with the most disruptive students.

Student - test - based measures of teacher performance are receiving increasing attention in part because there are, as yet, few complementary or alternative measures that can provide reliable and valid information on the effectiveness of a teacher's classroom practice.

The peer evaluators are experienced classroom teachers chosen partly based on their own TES performance.

We examine a unique intervention in Chicago Public Schools (CPS) to uncover the causal impact on school performance of an evaluation system based on highly structured classroom observations of teacher practice.

Mobile and collaborative technologies support students» autonomy and reinforce the notion of collaborative work, which is exactly what this method» sideology is based on - providing a better educational experience with digital tools is positively influencing the student's performance and motivation in the classroom.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

The framework provides a holistic assessment of school performance based on student growth and achievement in grades 3 — 8; school climate measures, including attendance and re-enrollment; and preschool classroom quality.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

After decades of relying on often - perfunctory classroom observations to assess teacher performance, districts from Washington, D.C., to Los Angeles now evaluate many of their teachers based in part on VA measures and, in some cases, use these measures as a basis for differences in compensation.

This most radical of choice based schools — where students and teachers never meet in physical classrooms and state funding flows on a performance - based, demand - driven model — has largely avoided the political and legal tangles that have stymied other reform efforts.

With just under 30 days to go before the tests start, principal Elizabeth Michaelis wants teachers to zero - in on students who have been falling just short of proficiency, based on practice tests and classroom performance.

These virtual training classroom tips can offer you the chance to develop deliverables that provide your audience with the best possible virtual training experience, so that they can hone their skills, expand their professional knowledge base, and boost on - the - job performance.

When using classroom data to separate students into quarters based on academic performance, the lower quarter of students had the lowest mean use of self - regulated learning skills followed by the middle quarters.

Assigning students to classrooms based on performance and ability gained popularity in the mid-19th century, when public schools began enrolling large numbers of immigrant children with limited preparation or capacity for schooling compared with native children.

The report also quantified the use of student performance measures known as «student growth objectives» (SGOs) that were based on more classroom - based assessments and not statewide standardized tests.

For teachers possessing a transitional or initial certificate, the plan shall require the teacher to be evaluated based on portfolio review, which may include but is not limited to: a video of teaching performance, a sample lesson plan, a sample of student work, student assessment instruments and the teacher's reflection on his or her classroom performance.

The evaluation of educator effectiveness based on student test scores and classroom observation, for example, has the potential to drive instructional improvement and promises to reveal important aspects of classroom performance and success.

Washington does identify low - performing teacher education institutions, based in part on the performance of their graduates in classrooms.

Decisions about licensure, and presumably tenure, would be based on — and here's where things get tricky — «observations of candidates» performance in real - time classroom settings and demonstrated effectiveness in supporting students» academic growth.»

Performance - based compensation systems must consider gains in student academic achievement as well as classroom evaluations conducted multiple times during each school year among other factors and provide educators with incentives to take on additional responsibilities and leadership roles.

The research we review in this section falls into two general categories: on - demand forms of performance - assessments and classroom - based assessments such as portfolios.

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

He also would like to shorten the time it takes to remove poor teachers from the classroom and base part of a teacher's evaluation on the performance of their students.

Under the Annual Professional Performance Review system, each teacher receives a summary evaluation based on state - approved and local measures of student performance (including the teacher's VAM score), classroom observations, and othePerformance Review system, each teacher receives a summary evaluation based on state - approved and local measures of student performance (including the teacher's VAM score), classroom observations, and otheperformance (including the teacher's VAM score), classroom observations, and other measures.

Likewise, evaluations of educators» effectiveness should be based on a combination of elements and could include students» performance, classroom observations, and staff feedback.

Each program must be based on classroom application of the Florida Educator Accomplished Practices and instructional performance and, for public schools, must be aligned with the district's evaluation system approved under s. 1012.34.

And if the second stage is based solely on the classroom observation, for example, then the final performance classification is made based on the same criteria for everyone.

As their Table 6 shows (p. 20), the regression coefficients related to these three areas of «statistically significant» influence on teachers» students» test - based performance on the new PARCC and SBAC mathematics tests (i.e., more professional development days, more classroom observations with explicit feedback tied to the Common Core, and the inclusion of Common Core - aligned student outcomes in teacher evaluations) yielded the following coefficients, respectively: 0.045 (p < 0.01), 0.044 (p < 0.05), and 0.054 (p < 0.01).

On Edmodo, teachers can continue classroom discussions online, give polls to check for student understanding, and award badges to individual students based on performance or behavioOn Edmodo, teachers can continue classroom discussions online, give polls to check for student understanding, and award badges to individual students based on performance or behavioon performance or behavior.