Sentences with phrase «calls for teacher effectiveness»

We hear more calls for teacher effectiveness than ever before, and teacher effectiveness is a significant part of the national discussion on education.

Not exact matches

Most public school teachers are feeling embattled these days, with public criticisms of their effectiveness and calls for tougher evaluations and promotion criteria.

Using what the city calls a «new framework for measuring teacher effectiveness» instituted in December, principals approved fewer teachers for tenure this year — 58 percent of 5,209 teachers as opposed to 97 percent of those eligible in 2006 - 7.

The fourth edition of the UNESCO - Hamdan bin Rashid Al - Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers has opened the call for nominations.

As teachers, we are often asked to «do» a lot more than necessary: memorize standards, plan lessons, prepare for various assessments, call homes, provide a warm environment for our students (and visitors), attend faculty meetings with varying effectiveness and relevance, grade mounds of papers, and take what little time we have left to eat and sleep, usually less than we should.

The naïve calls for «highly qualified teachers» in the No Child Left Behind act have been replaced by recognition that credentials and qualifications — the objects of past policies — are not closely related to teacher effectiveness in the classroom.

PBS: For a NewsHour story profiling a for - profit teacher preparation program called Teach Now never asked the obvious and necessary questions about quality and effectiveness ratFor a NewsHour story profiling a for - profit teacher preparation program called Teach Now never asked the obvious and necessary questions about quality and effectiveness ratfor - profit teacher preparation program called Teach Now never asked the obvious and necessary questions about quality and effectiveness rates.

As the report notes, despite widespread calls for connecting evidence of new teachers» effectiveness back to their preparation programs, «there has been no coordinated effort to provide these programs with valid, reliable, timely, and comparable data about the [educators] they prepare» (p. 2).

Also recall that one of the key reports that triggered the current call for VAMs, as the «more objective» measures needed to measure and therefore improve teacher effectiveness, was based on data that suggested that «too many teachers» were being rated as satisfactory or above.

Although evaluation has traditionally been a local responsibility, federal programs have been calling for states to require evaluation systems that include specific measures of teacher effectiveness, such as student achievement data.

If teacher effectiveness depends on context, this is another source of error that calls for further study.

The new attention to effectiveness is most obvious in the call for improving teacher evaluation.

The Long Beach Unified School District's use of student scores to assess the effectiveness of programs, instructional strategies and teachers is a rarity in California, and state Supt. of Public Instruction Jack O'Connell called it a model for other California school districts during a hastily arranged round - table discussion.

In response first to the federal Race to the Top grant and then the NCLB waiver mandates, Connecticut developed a teacher and principal evaluation system calling for student standardized test scores to be a part of a teacher and principal's effectiveness rating.

Ripley calls for high quality teachers but fails to discuss the conundrum American teachers face, as their profession is simultaneously being de-professionalized and scrutinized for effectiveness through accountability policy (Milner IV, 2013).

Indeed, Pam Benigno, director of the Education Policy Center at the Independence Institute, called it a «landmark day in Colorado,» saying the bill «will align evaluated teacher and principal effectiveness more closely with student academic growth and weaken tenure protections for consistently ineffective teachers.»

In response to the call for increased rigor and effectiveness in teacher preparation, one of the largest teacher preparation programs in the country, Mary Lou Fulton Teachers College at Arizona State University (ASU), implemented iTeachAZ.