Not exact matches
The
teacher evaluations are required in order
for the state to
be eligible
for $ 700 million dollars in federal funding, as
part of the Race to the Top grants.
On Jan. 15 the UFT
was informed by the mediator appointed by the state's Public Employment Relations Board that the city and the Department
of Education have refused to take
part in mediation designed to help us reach an agreement on a new model
for teacher evaluations.
BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript
of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes
of Science», Filmstrip 2, 1974 «Laboratory Exercises
for Use in a College Science Course
for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education
of Elementary School
Teachers - Guidelines, Standards and Recommendations
for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education
of Elementary School
Teachers - Preliminary Report», Feb. 1969 «An
Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases
of SAPA», COSE, 1965 «Guidelines and Standards
for the Education
of Secondary School
Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association
of State Directors
of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office
of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral
Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What
is my Age?»
BOX 23, A-15-4; 30219212 / 734979 SAPA Requests
for Translations
of SAPA materials, 1966 - 1968 Prerequisites
for SAPA The Psychological Basis
of SAPA, 1965 Requests
for SAPA to
be Used in Canada, 1966 - 1968 Requests
for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA
for NSTA and Other Meetings, 1968 Suggestions
for Revisions
of Part 4, 1967 - 1968 Suggestions
for Revisions
of the Commentary, 1967 - 1968 Summer Institutes
for SAPA, Locations, 1968 Summer Institutes
for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About
Evaluations, 1968 Tryout
Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer
Teachers for Parts F & G, 1967 - 1968 List
of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University
of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969
Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD
Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders) Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets
for Competency Measures, 1966
This Presentation Includes: Well Formulated, Measurable, SMART Learning Objectives and Outcomes Engaging and Creative Lesson Starter — Spelling Bingo Overview
of Vocabulary
for a Spellings Lesson Flipped Lesson
Part - Video - How to Learn Basic Spelling Rules Space
for Peer Teaching - 10 Basic Spelling Rules Scaffolded Notes to Support the Learners - Pronunciation Symbols Collaborative Group Tasks — Think - Write - Share, Pair - Share Mini-Plenary to Test Student Understanding — 3 Quizzes Assessment Criteria
for Outcome Expectations - Rubrics Differentiated Activities
for Level Learners - 4 Tasks Extensions to Challenge the High Achievers - Online Exercises Plenary to Assesses Learning Outcomes - Find the Word Success Criteria
for Self
Evaluation - My Spelling Sketch Home Learning
for Reinforcement - Spelling Bee Site Map Common Core Standards - ELA-LITERACY.L.4.1.g/L.8.2/L.8.2.c Skills to
be addressed during the Lesson - Social and Cognitive
Teachers can use this presentation to give a complete knowledge and understanding
of Spelling Rules to the learners, thereby helping them to enhance their spelling skills.
All
teachers who reach certain goals get a bonus; but 50 percent
of that bonus
is awarded
for teaching skills (a classroom - based
evaluation) that
are not tied to student outcomes and 50 percent
for student achievement gains that
are not
part of the teaching skills
evaluation.
Using students» test scores as one
part of evaluations for teachers, principals, and superintendents
is associated with better academic performance at schools serving the middle grades, a report released this week has found.
The results
of the study
are in line with the advocacy
of the foundation, which has
for several years funded groups that promote using value - added metrics as
part of a
teacher's
evaluation.
And
for the first time, student test scores would
be used as
part of teachers» job
evaluations.
Cambridge, MA (October 5, 2015)-- On October 5, researchers at the Center
for Education Policy Research at Harvard University will release findings from the Best Foot Forward project, an initiative testing whether video technology can help address the challenges faced by
teachers and school leaders in implementing classroom observations that
are part of teacher evaluation systems.
Other districts
are also using it as
part of evaluations or the basis
for merit pay programs, moves that have generated fierce resistance from some
teachers unions and skepticism from some experts.
To
be eligible
for that program, states had to adopt Common Core (or similarly rigorous standards and assessments), and they had to put into place
teacher evaluation systems that use student test score growth as a «significant»
part of both
teacher and school principal
evaluations.
The SIOP may
be used as
part of a program
for preservice and inservice professional development, as a lesson planner
for sheltered content lessons, as a training resource
for faculty, and as an observation and
evaluation instrument
for site - based administrators and researchers who evaluate
teachers.
That
's why smart policy — namely, strong
teacher professional standards, rigorous standards
for and assessments
of prep programs, and exacting rules on educator
evaluations and certification —
is a huge
part of the answer here.
Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that
were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement
of student outcomes «as
part of the
evaluation of the superintendent, the principal, and the
teachers»; and communicate to parents and students «their responsibility as well
for student learning, including parent contracts, turning in homework, attending class, and asking
for help when needed.»
For one, officials said last week, they
are looking to deemphasize federal performance benchmarks as
part of the
evaluation parents, students,
teachers and taxpayers should use in analyzing schools and districts.
Gates and his foundation have
been pushing the use
of student achievement data (ie, test scores) in
teacher evaluations for several years now — as has the Obama administration, which has made it a key
part of both Race to the Top and the so - called «waivers» from No Child Left Behind.
Teachers and administrators alike had
been anxiously waiting
for more details about the
evaluations since Gov. Chris Christie signed a new tenure law that permits them to
be evaluated, at least in
part based on their students» test scores and other measurements
of achievement.
Accordingly, even though their data
for this
part of this study come from one district, their findings
are similar to others evidenced in the «Widget Effect» report; hence, there
are still likely educational measurement (and validity) issues on both ends (i.e., with using such observational rubrics as
part of America's reformed
teacher evaluation systems and using survey methods to put into check these systems, overall).
Federal law in postsecondary education must also
be a robust source
of support
for local innovation, research, and implementation
of strategies designed to improve
teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based
evaluation systems that include, in
part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials
for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and
teacher and principal assignment policies.
One
of the hottest tickets
was a session led by Charlotte Danielson, the architect
of a
teacher -
evaluation model
being used in a majority
of New Jersey school districts as
part of the state's new tenure - reform law, which aims to hold
teachers more accountable
for student performance.
«
Of course, whether or not students learn should be part of a teacher's and administrator's evaluation, but when you have high stakes for students, teachers and administrators and little or no accountability for the $ 254 million contract lawmakers have given to the testing company, something is wron
Of course, whether or not students learn should
be part of a teacher's and administrator's evaluation, but when you have high stakes for students, teachers and administrators and little or no accountability for the $ 254 million contract lawmakers have given to the testing company, something is wron
of a
teacher's and administrator's
evaluation, but when you have high stakes
for students,
teachers and administrators and little or no accountability
for the $ 254 million contract lawmakers have given to the testing company, something
is wrong.
In March 2011, as
part of Florida's participation in the federal Race to the Top initiative, Governor Rick Scott signed into law a sweeping education bill that would effectively overhaul a
teacher evaluation system that had
been entrenched
for decades.
June 13, 2012 (Los Angeles)-- A day after a judge ruled the Los Angeles Unified School District must start incorporating student growth data into annual
teacher evaluations, a group
of Los Angeles classroom educators
are proposing a unique framework
for teacher evaluation that would include a mix
of State and new, locally developed assessments as
part of a multi-measured
evaluation system.
As
part of Michigan's
teacher tenure reform law, the Michigan Council
of Educator Effectiveness
was established by the Legislature in June 2011 with the charge
of creating a «fair, transparent and feasible
evaluation system
for teachers and administrators.»
«While the last five plus years have seen most states make significant changes to their
teacher evaluation policies, California has not
been part of the national movement to connect
teacher evaluation to classroom effectiveness,» Sandi Jacobs, senior vice president
for state and district policy
for NCTQ, said in an email to LA School Report.
«It has consistently
been the position
of UTLA that applying cookie - cutter rules and procedures to the
teacher evaluation process
is counterproductive
for both
teachers and administrators,» reads the letter in
part.
«California still does not require annual
evaluations for all
teachers, and while there
is some vague language in state code about using student achievement as
part of teacher evaluations «as applicable,» this language
is far from the clear mandate now seen in the overwhelming majority
of states and
is clearly not the practice in districts across the state.»
The union
is demanding to
be a
part of any new
evaluation system
for its
teachers.
Establish an Individual Professional Development Plan (IPDP)
for each
teacher that
is, in
part, based on an analysis
of student performance data and results
of prior
evaluations.
It should
be part of an official middle school
teacher evaluation form: «Effectively breaks rules and bends conventions
for the instructional goodness
of his / her students.»
As a general rule, as I explained in another CKN brief, it
is often a waste
of resources to collect multiple measures
of the same performance construct, except to the extent that additional measures improve validity and reliability when used in combination with other measures or that additional measures
are used in
part for formative
teacher evaluation.
I mean, if tests
are used as
part of teacher evaluation, doesn't it behoove the
teachers to gear things
for the tests.
For the better part of an hour, delegates were told how UFT President Michael Mulgrew is fighting this evaluation battle for us and how Unity is giving its all to protect teachers from the evil machinations of Mayor Bloombe
For the better
part of an hour, delegates
were told how UFT President Michael Mulgrew
is fighting this
evaluation battle
for us and how Unity is giving its all to protect teachers from the evil machinations of Mayor Bloombe
for us and how Unity
is giving its all to protect
teachers from the evil machinations
of Mayor Bloomberg.
The Race to the Top initiative, initially financed through the 2009 federal economic - stimulus legislation, gave Democrats the political cover to push
for priorities such as expansion
of charter schools, alternative
teacher training, and
teacher performance
evaluations tied in
part to students» academic gains — issues that previously had
been associated most closely with Republicans.
For two years, classroom teachers across the state have been waiting for a new system of evaluation they were promised as part of the state's Race to the Top package, a package passed into law by the Legislatu
For two years, classroom
teachers across the state have
been waiting
for a new system of evaluation they were promised as part of the state's Race to the Top package, a package passed into law by the Legislatu
for a new system
of evaluation they
were promised as
part of the state's Race to the Top package, a package passed into law by the Legislature.
As usual frankb1 presents only
part of the truth Here
's another piece
of what Kein wrote in addressing Randi Wiengarten
's ideas
for better
teacher evaluations:
Unfortunately
for the naysayers, standardized tests
are now
being used as
part of a
teacher's
evaluation in various school districts around the country.
A day after a judge ruled that Los Angeles Unified School District must start incorporating student growth data into annual
teacher evaluations, E4E - LA's policy team made up entirely
of current classroom
teachers is proposing a unique framework
for teacher evaluation that would include a mix
of State and new, locally developed assessments as
part of a multi-measured
evaluation system.
What kind
of standard
is the U.S. Department
of Education putting in place as
part of its process
for approving revamped
teacher evaluation systems states
are required to put in place in exchange
for receiving a waiver?
For The Record Los Angeles Times Wednesday, February 01, 2012 Home Edition Main News
Part A Page 15 Editorial Desk 1 inches; 32 words Type
of Material: Correction Education: A byline on a Jan. 29 Op - Ed about
teachers having a hand in a new LAUSD
evaluation system
was incorrect in some editions.
Howver, scores
of Academic Growth over Time
for students in an individual
teacher's class will not
be part of final
evaluations or
be used to come up with specific performance goals.
But
teachers who took
part in the focus groups also had concerns that a new system would rely too heavily on standardized test results, that
evaluations from time - crunched principals could
be «phony,» and that a new system would not account
for students slipping in school because
of factors outside a school's control, such as a divorce or death in the family.
Obama, Romney Have Similar Basic Views on Education Both candidates want test scores to
be part of teacher evaluations, support extra pay
for effective instructors and back the growth
of charter schools.
11 Rather than having a principal walk into a
teacher's classroom once a year and provide an
evaluation,
for example, groups
of teachers would work with one another in teams, and if some weren't doing their
part, the others would hold them accountable.
But they
are not likely to end a contentious, noisy debate about
evaluation systems, and they
are almost certain to
be intensely debated, in
part because
of Gates» separate support
for advocacy organizations that have already staked out positions on
teacher evaluations.
They
were obvious when my colleagues and I first studied U.S.
teacher evaluation systems in the early 1980s.1 As
part of a Rand Corporation study, Arthur Wise, Milbrey McLaughlin, Harriet Bernstein, and I searched the country
for effective
evaluation systems and found ourselves rummaging
for the proverbial needle in a haystack.
Although individual
teacher evaluation can
be a
part of an educational improvement strategy, it can not substitute
for ongoing investments in the development and dissemination
of profession - wide knowledge through pre-service preparation and work in professional learning communities.
Improvement plans can
be designed as
part of the professional development opportunities outlined in ARS 15 - 537: Arizona's Framework
for Measuring Educator Effectiveness encourages the use
of evaluation results to inform professional development
for both
teacher and administrators.
Support
for teacher learning and
evaluation needs to
be part of an integrated whole that promotes effectiveness during every stage
of a
teacher's career.