Not exact matches
In choosing this year's «
Better Balance,» for example, the editors signaled that something is awry in the existing balance between the «hard» elements of standards - based reform (namely the academic standards, assessments, and interventions that make up a state's
accountability system) and such «soft» components as
teacher training, instructional materials, and classroom environment.
At their
best, walkthroughs are viewed as a part of an ongoing formative assessment process that finds
teachers and administrators engaged in a
system of reciprocal
accountability.
Rather than today's
system, which focuses on «input regulations» such as textbook mandates; seat time rules; cumbersome, outdated certification requirements; and professional development units, public officials should place greater emphasis on vastly improved data
systems,
better teacher evaluations, curricular quality, and meaningful
accountability.
It doesn't erase the need for rigorous standards, tough
accountability, vastly improved data
systems,
better teacher evaluations (and training, etc.), stronger school leaders, the right of families to choose schools, and much else that reformers have been struggling to bring about.
That model, I think, is now
well known across the state: standards - based curriculum, radically
better assessments,... a fair but rigorous
accountability system which, as you know, the Regents will soon put into regulations creating the framework of evaluation for principals and
teachers.
Kevin Courtney, deputy general secretary of the National Union of
Teachers (NUT), said:» We need to see real and significant changes to teachers» working lives, both in terms of pay and conditions as well as reducing the punishing accountability system that is overburdening the profession and blighting children and young people's education
Teachers (NUT), said:» We need to see real and significant changes to
teachers» working lives, both in terms of pay and conditions as well as reducing the punishing accountability system that is overburdening the profession and blighting children and young people's education
teachers» working lives, both in terms of pay and conditions as
well as reducing the punishing
accountability system that is overburdening the profession and blighting children and young people's education.»
If you follow the increasing use of Value - Added Measures (VAMs) and Student Growth Percentiles (SGPs) in state -, district -, school -, and
teacher -
accountability systems, read this very
good new Mathematica working paper.
Despite their rhetoric expressing concern about the role that standardized tests play in our education
system, politicians persist in valuing these tests almost exclusively when it comes to
accountability — not only for schools, as has been the case since the inception of No Child Left Behind, but for
teachers as
well, with a national push to include the results of these tests in
teacher evaluations.
Ohio needs to resolve its long - term funding crisis, develop a more coherent
system of preschool through higher education, adopt stronger academic standards and graduation requirements, create a
better pool of
teachers and principals, and ensure that all schools are held to the same
accountability standards, the group says.
Middle school principal Yesenia Cordova has data from Texas» statewide
accountability tests, the district's own
system, and the weekly common assessments that are benchmarked to the state tests, as
well as marks given by classroom
teachers on homework and quizzes.
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 disabilities.
By the time the 2012 elections moved into full swing, the Obama administration was issuing waivers to states exempting them from the most punitive parts of NCLB in exchange for sketching out their own state plans for improving
teacher quality, academic standards and creating
better accountability systems.
They could also result in new
accountability systems that incentivize different behaviors among
teachers that change how schools in this country work (for
better or worse).
Over time, such
accountability systems included ever - stronger incentives to motivate school administrators,
teachers, and students to perform
better.
With the preponderance of evidence showing that schools and
teachers respond to incentives embedded in
accountability systems, we believe option 1 is the
best choice.
To be sure, this new
accountability system has been difficult to swallow at times, not just for politicians, but for parents and
teachers as
well.
With a clear focus on homework from OFSTED: «
Teachers use well - judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils» needs accurately» we have to guard against schools driving homework to «death» whereby teachers feel they have to set homework for the sake of it to satisfy accountability measures and / or internal monitoring
Teachers use
well - judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils» needs accurately» we have to guard against schools driving homework to «death» whereby
teachers feel they have to set homework for the sake of it to satisfy accountability measures and / or internal monitoring
teachers feel they have to set homework for the sake of it to satisfy
accountability measures and / or internal monitoring
systems.
The proposal explains the state's A-F
accountability system as
well as Indiana's
system for evaluating
teachers, both of which are relatively new.
An
accountability system must define appropriate expectations for participants in the
system (e.g., schools, districts, the state and federal governments, as
well as students and
teachers).
One key opportunity under ESSA is that seven states will be able to pilot new
systems of assessment and
accountability that, if designed
well, have the potential to support strong,
teacher - led practices that integrate teaching, learning, and assessment.
And
teachers are entitled to an
accountability system that facilitates
better teaching.
The controversial National Council on
Teacher Quality (NCTQ)-- created by the conservative Thomas B. Fordham Institute and funded (in part) by the Bill & Melinda Gates Foundation as «part of a coalition for «a better orchestrated agenda» for accountability, choice, and using test scores to drive the evaluation of teachers» (see here; see also other instances of controversy here and here)-- recently issued yet another report about state's teacher evaluation systems titled: «Running in Place: How New Teacher Evaluations Fail to Live Up to Promises.
Teacher Quality (NCTQ)-- created by the conservative Thomas B. Fordham Institute and funded (in part) by the Bill & Melinda Gates Foundation as «part of a coalition for «a
better orchestrated agenda» for
accountability, choice, and using test scores to drive the evaluation of
teachers» (see here; see also other instances of controversy here and here)-- recently issued yet another report about state's
teacher evaluation systems titled: «Running in Place: How New Teacher Evaluations Fail to Live Up to Promises.
teacher evaluation
systems titled: «Running in Place: How New
Teacher Evaluations Fail to Live Up to Promises.
Teacher Evaluations Fail to Live Up to Promises.»
While NPR's Westervelt criticizes Kane for making a «pretty scathing and strong indictment» of America's education
system, what Kane does not understand writ large is that the very solutions for which Kane advocates — using VAM - based measurements to fire and hire bad and
good teachers, respectively — are really no different than the «stronger
accountability» measures upon which we have relied for the last 40 years (since the minimum competency testing era) within this alleged «echo chamber.»
Well, at least one school district in Florida is kissing the state's six - year infatuation with its VAM - based
teacher accountability system goodbye.
Over my career, going from being a
teacher to being in the administration, I am ever more conscious of the importance of the improvement part of the
accountability system, and making sure that folks are paying
good attention there.
Add to that a fear of Ofsted and a dysfunctional
accountability system leaves many
teachers working
well into the evening and through every weekend.
«An educational
system solely built on compliance,
accountability and pressure runs the risk of boiling over and losing its
best teachers.
On Wednesday, she said the strict
accountability system was putting
teachers off working in the toughest schools, adding that the two «crucial» objectives of transparency and school improvement needed to «marry up»
better, particularly in regions that had the most struggling schools.
As Secretary Rod Paige so
well noted in his first annual report to Congress on Meeting the Highly Qualified
Teacher Challenge in June 2002, the teacher preparation system is «broken», and, although Texas has done a better job than most states in raising teacher preparation standards and accountability, we are no exception to this generali
Teacher Challenge in June 2002, the
teacher preparation system is «broken», and, although Texas has done a better job than most states in raising teacher preparation standards and accountability, we are no exception to this generali
teacher preparation
system is «broken», and, although Texas has done a
better job than most states in raising
teacher preparation standards and accountability, we are no exception to this generali
teacher preparation standards and
accountability, we are no exception to this generalization.
As Dropout Nation has noted ad nauseam, few of the
accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading
systems put into place by such states as New Mexico (as
well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers,
teachers, and school leaders need to help all students get high - quality education.
The group's waiver application has sparked controversy among other state superintendents, who see a district waiver as giving too much power to locally - run districts, as
well as
teachers unions that argue they were not consulted in constructing CORE's academic
accountability system, known as the School Quality Improvement Index.
«The government should look to and learn from the light touch
accountability systems of high - performing countries such as Finland and New Zealand which are based on trusting schools and
teachers to do the
best by their students, rather than the issuing of threats or penalties.»
The toolkit is not meant to be prescriptive; rather it is designed to enable you to become
better advocates for
teacher evaluation and
accountability systems that are transparent, fair, comprehensive, and improve teaching and learning.
Will increasing
accountability, especially if the
systems are viewed as unfair, have the unintended effect of reducing collaboration among
teachers and scaring away
good candidates from the profession?
BBA recognizes that
teachers and schools operate within a complex
system of factors and actors that influence student
well - being, and that effective
accountability helps strengthen each factor and ensure that each maximizes its positive impact.
Certainly one can appreciate Petrilli's desire for
better forms of
accountability; Dropout Nation has continually argued for more - expansive
accountability, including greater scrutiny of the nation's university schools of education (whose failures in recruiting and training aspiring
teachers are one of the culprits behind the nation's education crisis), and using college completion data in K - 12
accountability systems.
Texas policymakers» desire to raise standards for
teacher preparation programs and to find new and improved ways to train
better teachers resulted in legislation (S.B. 174) in 2009 that amended the Texas Education Code as
well as Chapter 229 of the Texas Administrative Code to create the
Accountability System for Educator Preparation (ASEP).
He describes the nation's main education law as an «impediment to reform,» citing ESEA's outdated testing regimen,
accountability measures, and
teacher quality determinations, all of which fail to align with the widely adopted Common Core State Standards as
well as recent state efforts to overhaul their
teacher evaluation
systems.
Most scholars who have studied these issues such as Richard Ingersoll of the University of Pennsylvania and Linda Darling Hammond of the Learning Policy Institute, conclude that the shortages result from
teacher attrition more than the underproduction of
teachers, and that attrition is a consequence of low
teacher compensation and benefits, poor induction and working conditions, as
well the general blaming and shaming of
teachers for the problems of society and the
accountability systems that have been developed reflecting this view.
In this report Harris makes «Recommendations to Improve the Louisiana
System of
Accountability for
Teachers, Leaders, Schools, and Districts,» the main one being that the state focus «more on student learning or growth --[by] specifically, calculating the predicted test scores and rewarding schools based on how
well students do compared with those predictions.»
The Forum's list also takes up numerous hot - button topics for the state's public schools, demanding «transparency and
accountability» from North Carolina's growing school choice sector,
better recruitment of top
teachers and principals, an overhaul of the state's oft - maligned «A-F» school grading
system and a renewed emphasis on racial equity, as
well as others.
«We need to see real and significant changes to
teachers» working lives, both in terms of pay and conditions as
well as reducing the punishing
accountability system that is overburdening the profession and blighting children and young people's education,» said NUT deputy general secretary Kevin Courtney.