Sentences with phrase «comparing teachers within schools»

Not exact matches

The seventh, comparing classrooms within schools that did and did not have an MCL, showed no statistically significant impact, because reading improved in both types of classrooms after multi-classroom leaders began leading some of the teachers in each school.

However, the studies did not offer much description on the nature of the leadership provided by teacher leaders in team settings and how the role of teacher leaders may vary within teams of teachers compared to their role on school leadership teams.

As described in an earlier brief, some research provides evidence that value - added measures — at least those that compare teachers within the same school and adjust well for students» prior achievement — do not favor teachers who teach certain types of students.

Second, teachers and schools should be aware of age differences when comparing children within classes — a simple technique is to put a class register in order of birth.

The automated data reports in FAST ™ also provide visuals to help teachers understand how their students» performance compares to average grade - level students in the country, within the district, within the school, and within the student's general education classroom.

Teachers of color make up 27.6 percent of the charter school teaching population, compared with 16 percent within district schools.51 For example, Uncommon Schools — a charter school network in Boston, New Jersey, and New York — runs a competitive summer teaching fellowship that targets students of color in their junior year of college.52 Fifty - two fellowship alumni now teach in Uncommon classrschools.51 For example, Uncommon Schools — a charter school network in Boston, New Jersey, and New York — runs a competitive summer teaching fellowship that targets students of color in their junior year of college.52 Fifty - two fellowship alumni now teach in Uncommon classrSchools — a charter school network in Boston, New Jersey, and New York — runs a competitive summer teaching fellowship that targets students of color in their junior year of college.52 Fifty - two fellowship alumni now teach in Uncommon classrooms.53

Each panel compares the rating of teachers using a value - added model with prior test scores and student covariates to placements from another model: (1) a value - added model that includes only a prior test score (Panels A and D); (2) the SGP model (Panels B and E); and (3) a value - added model that makes within - school comparisons (Panels C and F).

These models, which consider student growth on standardized tests, fall roughly into four categories: «value - added models» that do not control for student background; models that do control for student background; models that compare teachers within rather than across schools; and student growth percentile (SGP) models, which measure the achievement of individual students compared to other students with similar test score histories.

They also differ by whether they compare teachers across a district (or state) or just within schools.

If these are convergent, we can assume that the decision to compare teachers working in different schools (within the same subset of schools) has not contributed bias to the value - added scores.

However, the research supporting this finding is based on studies in which teachers were randomly assigned to students within the same school, mainly within elementary schools, while most value - added systems compare teachers in different schools.