Sentences with phrase «current measures of teacher effectiveness»

This work argues the importance of the noncognitive for student life outcomes, reviews the little we know about how to improve student academic perseverance and mindset, and raises questions about our nation's current measures of teacher effectiveness.

Not exact matches

There are a number of reasons: 1) student achievement probably wasn't used as the measure of teacher effectiveness; 2) before the advent of the modern computer, in the mid-1960s, some of the more sophisticated analyses were not feasible; 3) the structure and makeup of schools change, making the findings less applicable to the current situation; 4) most important, older studies may not control for critical variables, such as students» backgrounds or past achievement.

Value - added measures have caught the interest of policymakers because, unlike many of the uses of test scores in current accountability systems, it purports to «level the playing field» so that value - added measures of teachers» effectiveness do not depend on characteristics of the students.

Finally, we consider how the current body of knowledge, and the gaps in that knowledge, can guide decisions about how to use value - added measures in evaluations of teacher effectiveness.

Do you think current assessments do a good job of measuring teacher effectiveness?

Changing the current evaluation system to focus on improved student outcomes, including objective measures of student growth, is critical to improving teacher effectiveness, raising student achievement, and meeting the objectives of the federal «No Child Left Behind Act of 2001.»

Tennessee's new multiple - measures teacher and principal effectiveness evaluation system will enhance our current ability to identify performance levels of educators and be a much more strategic tool for supporting them.

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.

Standardized tests are being used to measure things they can not measure, like school quality and teacher effectiveness, with deleterious results; such as massive school closures, which destabilize children and communities, and the current troubling shortage of students willing to enter the teaching profession.

In a recent post, I wrote that Randi Weingarten, the current president of the American Federation of Teachers (AFT), has (finally) expressed her full opposition against the use of value - added models (VAMs) to evaluate and measure teacher effectiveness.

This chapter examines the makeup of the current teacher workforce in the United States, exploring trends and changes over time and what is known about how some of these demographic factors relate to measures of effectiveness.