Sentences with phrase «because teacher data»

Not exact matches

Mr. CANADA: Well, you know, it's sort of interesting, because I have some of my Republican friends who love to tout the fact that I am about results, and I want to use data, and I'm prepared to fire teachers or principals or anyone who can't really deliver for children, right?

Just data point info here — our school kind of pushed the issue shortly before my son was three, because his teacher was pregnant and going on mat leave and they wanted him to have a chance to make the transition with the teacher he was bonded with.

Assini noted that his figures only include the data of regular state employees, (because that's the information provided by the governor to date), and not fire, police or teachers, who make up the bulk of most localities» pension costs.

Whereas there is still a significant controversy over how to assess an individual teacher's effectiveness, Whitehurst believes that change in approach was driven by the research community, especially economists «who came to this topic because all of sudden there were resources — data resources and research support resources.»

This data is a little harder to get because there's no database that will show you rates for yoga teachers.

Some states already have been singled out as falling behind because they have laws that hinder data linking students and teachers, including California and New York, or don't have charter school legislation, such as Maine, Nebraska, and South Dakota.

The book profiles heroic charter school teachers and leaders and chronicles their 80 - hour work weeks, their meetings in teacher's homes to retool instruction because of new data, and their personal commitment to taking students to visit colleges.

Because part - time workers are less likely than full - time workers to have health insurance from their employers, we adjust the private - sector comparison data to match the percentage of teachers who work full time.

The UCAS figures are different from previous data because it also displays the acceptance rates for teacher training places.

Opting out adds noise to the data, which increases the amount of variability in the teacher performance measures because each teacher's score is based on fewer students.

But because student - performance data on the state's standardized science exam indicated that our students did not understand these subject areas in a deep and meaningful way, the teachers decided to use a new approach: They chose to embrace a project - learning strategy to connect science and colonial history through a local historic site that dates back to the 1640s, the Saugus Iron Works.

Because only about 15 percent to 30 percent of teachers instruct in grades and subjects in which standardized - test - score data are available, some states and districts have devised or added additional tests.

«I have tried to attend all grade - level data meetings led by our reading coach because I want to keep informed, and I want the teachers to realize that I consider the data meetings most important in guiding reading instruction.»

One last example: Because of the standards and accountability movement that began in the 1980s and extended through today, public schools publicly report a wide array of data related to test scores, poverty rates, teacher characteristics, and much, much more.

Because the data cover the entire state, however, we can gauge the effect of the ERI program on retirement by observing the change in exit rates of experienced teachers when the program was implemented.

Test - retest reliability over short periods of time is the preeminent psychometric question for report card items because the data are not useful if scores that teachers generate for individual students on individual items are unstable during a period of time in which it is unlikely that the student has changed.

Although there is plenty of data to understand the growth of charter schools or the numbers of students in districts, because blended learning is a phenomenon that doesn't occur at the school level — it instead occurs at the level of individual classrooms and teachers — capturing what's happening is difficult.

Our analysis of these data provides strong evidence that seniority plays an outsized role in determining which teachers are targeted for layoffs, likely in part because collective bargaining agreements ordinarily require that the teachers last hired are the first to be fired.

Moreover, inequities will arise simply because measured gains are more dependable for schools and teachers for whom there are more data.

While the technology provides motivation, information, and experience, Dede said teachers belong «at the center» of AR learning, because «students will always need guidance from someone who is skilled at interpreting data and disentangling complicated situations.»

Formative assessments matter because teachers make important instructional decisions based on the data they provide.

Criterion - referenced standardized tests can be very useful to teachers because they can use the testing data to help drive interventions children might need.

The problem is that most teachers — two - thirds in Ohio's case — don't have «value added» data because they don't teach subjects and / or grades with valid state assessments.

According to former JSIS teacher Brent Hester, «Teachers are always looking back at student data to see where we need to meet the needs of our students, because every year our students are changing and so the needs that we need to meet are changing, as well.»

Voice - activated devices can allow students to avoid getting stuck because they can't ask a question to unlock their growth in real time, and the technology has the potential to provide far more data to teachers about where their students need supports.

A plausible addendum, however — although I do not have the data to explore it — is that teacher turnout is getting a double boost from self - interest: one because the teachers themselves have an occupational stake in voting and another because their unions have a self - interest in mobilizing them.

[16] Having data also helps students have positive experiences with their friends — from fellow peers to teachers — because they can collaborate productively on how to make progress.

Bergamin says some teachers still shy away from using data because they're not confident in their own understanding, so giving staff that professional learning support is important.

The aligned assessments, however, became politically charged, because they were introduced simultaneously with new teacher - evaluation systems that used student - achievement data as a significant criterion.

And for teachers it can be useful because all of these aspects are shown in data visualisations that are directly useable for teaching.

The extent to which multiple intelligence ideas are applied is difficult to determine because few hard data exist to describe what teachers actually do in the classroom.

Barbash's review of Reading First programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evaluation.

The other thing that was really quite interesting in the findings was — and we won't go into this a great deal yet because we've still got a lot of data to work through — we found that the teachers were actually, when we looked at their FMRI images, we found that there was some difference in how they were using their brains, but that both of them were reducing that stress.

The approach is popular, she said, because «it has teacher buy - in, they can spend time on an issue they really need, and they are using data from classes.

Because, oftentimes when I talk to teachers and I say «data are really important to school improvement», they're thinking standardised test data; data that might come from the government or might be administered outside of their own classroom.

If all of this analysis, goal setting and goal revision is done in a data - based and collaborative way then the probability of achieving the goal is greatly increased because there is clarity about the goals, and teachers are committed to them because they either have or believe they can develop the capability to achieve them.

Often this is due to the fact that the data teachers receive is not real - time data, but rather data from the prior year and is technically out - of - date for the specific student, and the other reason is simply because undergraduate classes just do not teach how to figure the types calculations f data that would be applicable in different given situations and then what to do with that for the data to improve student performance.

Because it adapts within lessons, teachers are able to the use the reporting data to inform and change their instruction almost immediately.

However, it has proved frustratingly difficult to compare teachers» actual effectiveness in the classroom, because as a field, we too often rely on proxies like certification and tenure instead of on data that quantify teachers» impact on student achievement.

Today, those linkages between the computer lab and the classroom remain incomplete, in part because the data from various online systems aren't sufficiently standardized; the many data points from different systems could be overwhelming to teachers.

For example, because of data collected we have changed the content of coursework and required that all teacher candidates have an experience in a diverse school.

But Richard C. Iannuzzi, the president of the 600,000 - member New York State United Teachers, which is affiliated with both the NEA and the American Federation of Teachers, said a special session or other legislative action isn't necessary because, in his view, New York does not have a data firewall.

«Because teachers can log this data in real - time, administrators and parents can also see the choices students are making, and students always know where they stand.»

Green ink is added to school books because teachers think that's what Ofsted wants to see, lesson plans are reinvented every year because school leaders think that's what they should ask for and schools find themselves collecting ever more data, and even more frustratingly, sometimes the same data in different formats for different people.

But then again, the nation's teachers unions never needed to cite any credible data because, well, they're teachers unions.

Drew Furedi, an L.A. Unified official overseeing the district's evaluation system, said he could not comment on the proposals because he hadn't seen them yet, but he welcomed their support for multiple measures of teacher effectiveness, including test score data.

«Kickboard is a great asset to our community because it provides us with the data we need to communicate with scholars and their families, and to communicate with teachers and staff about students» progress.

Arbogast, who taught elementary - school students, including special education, beginning in 1982 in SKSD before taking her current position, believes that using test - score data to evaluate teachers is flawed because each inherits a different set of circumstances.

That's because, at least in part, some feel the competition focuses too much on evaluating teachers and highlighting data — policies that are controversial on their own.

Nor does the data tell us what is the right number of teachers, perhaps quite sensibly, because schools and their pupils vary so much.