Sentences with phrase «classroom observation method»

Nonetheless, this year the Memphis school district adopted a version of D.C.'s classroom observation method, one that reform advocates hail as revolutionary even as some critics say it stifles teacher creativity.

In Florida, the state paid Houghton Mifflin Harcourt, a for - profit textbook publisher, $ 4.8 million to develop classroom observation methods and nearly $ 4 million to the American Institutes for Research, a nonprofit, to create a value - added model for grading teachers based on student test scores, according to state officials.

Describe student and teacher classroom observation methods for improving academic production and classroom management

Not exact matches

We both believe that classroom observation can be a useful method of generating these data, especially when it is deployed as an improvement as well as an evaluation measure.

In our report, we introduced a method for adjusting for the bias in classroom observation scores by taking into account the demographic make - up of teachers» classrooms.

Figure 1 compares the three different methods (classroom observations, student surveys, and student achievement gains) on reliability and predictive power.

We contend, however, that evaluations based on observations of classroom practice are valuable, even if they do not predict student achievement gains considerably better than more subjective methods like principal ratings of teachers.

The initial training covered the use of the Danielson framework to rate teaching practice, methods for collecting evidence, and best practices for conducting classroom observations.

The plan shall describe the methods that the school districts or BOCES shall employ to assess teachers» performance, which may include but is not limited to the following: classroom observation, videotape assessment, self review, peer review and portfolio review.

We utilized a pre - and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal.

Research methods included routine and repeated observation of reading instruction, survey and interview data regarding classroom practices, and teacher - submitted time logs detailing reading instruction.

In those sections, the underlying question is what does media add over and above the already existing learning context --(a) the methods classroom, (b) classroom observations, and (c) internship experiences.

One method is through interviews and classroom observations over an extended period of time (Ertmer et al., 2012; Kim et al., 2013) and by using a specific observation protocol (Looi, Sun, Seow, Chia, 2014).

Preservice teachers often struggle with making sense of what they have learned in their methods courses about «research - based practice» and the reality that they find in the classrooms in which they are placed for observations and teaching experiences.

The program relies heavily on classroom observation and mentoring, but also uses AGT scores - part of an evaluation method known as a «value - added model» - to measure pupil progress.

Data - gathering methods focused singularly on students, and included focus groups, written surveys, individual interviews, small group interviews, interviews anchored by classroom observation, videotaping, audiotaping, and note taking.

Changes to teacher evaluation methods have been driven in part by claims that traditional teacher evaluations and classroom observations were deeply flawed, failing to identify ineffective teachers.

Local educators say they chose the D.C. observation method — essentially a list of standards that teachers must demonstrate during a classroom observation, such as promoting critical thinking among students or managing classroom behavior — after looking closely at three different options.

Waiver winners rely on a range of measures and methods for assessing teacher professional practice, including classroom observations, self - assessments and reflection, teaching artifacts, student - learning measures, and surveys of students and parents.

This article reports on an exploratory project in which we designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video.

And yet, the researchers argue that using test scores to make high - stakes decisions about teachers» jobs is actually a more accurate method than previous systems, which often depended on cursory classroom observations, pass rates on licensure tests, and degrees earned.

The classroom management techniques described within journal entries and documented through videotaped sessions were not presented within the methods classroom prior to the observations.

We also designed a less sophisticated version of the interactive video method that maintained the critical design elements of using classroom teaching video of other preservice teachers for stimulus material and using experts» observations as feedback.

As external evaluators for the project, our methods included observations of teachers» professional development, classroom activities, and family engagement activities, as well as interviews with parents, teachers, and project team members, and surveys of teachers and parents, including family forms to track project resource use.

Many administrators are well aware of the flaws in their informal observation methods, and at the same time, they are accountable for ensuring and reporting about specific practices that are occurring in classrooms.

After exploring methods of observation and identifying how learning moments can be documented through photos, videos, and reflective practice, my focal student Grace focused her curriculum investigation project on «exploring worms» and used this assignment as an opportunity to create a documentation book for the children and families in our classroom.

The teacher leaders developed sustainable methods of communicating with their teams three times over the course of a month: 1) midway through the month, the teacher leaders hand back to their site colleagues copies of the reflections they wrote at the last meeting and the plans they chose to implement during the month; 2) Co-principal Maria Carriedo sends an email to all the teachers a week before each meeting to remind them to bring their observations of their focal students; 3) teachers make notes to themselves, in a simple chart form, about the interventions and behaviors they plan to track and keep these on their classroom walls as an easy way to document their focal students» progress.

You qualify for the GL - 5 grade level (starting salary $ 40,511) if you possess one of the following: a) One year of general work experience that demonstrates the ability to take charge, make sound decisions, and maintain composure in stressful situations; learn law enforcement regulations, methods and techniques through classroom training and / or on - the - job instruction; and gather factual information through questioning, observation, and examination of documents and records; OR b) A bachelor's degree from an accredited or pre-accredited college or university; OR c) A combination of successfully completed post-high school education and general work experience.

Observations lasted for 50 minutes on 2 different days in the fall and spring each year using the interactive teaching map to document the use of the targeted teaching strategies in all conditions.37 Greater use of the experimental instructional and management methods was observed in intervention classrooms, as discussed elsewhere.38 Teachers» use of the experimental instructional and management methods has been found to predict short - term variation across classrooms in students» levels of social development constructs related to school bonding.38