Sentences with phrase «data work for teachers»

The study, Teachers Know Best: Making Data Work for Teachers and Students, released in June 2015 by the Bill and Melinda Gates Foundation, is available at http://collegeready.gatesfoundation.org/wp-content/uploads/2015/06/TeachersKnowBest-MakingDataWork.compressed.pdf.

Beyond the numbers: Making data work for teachers & school leaders.

Beyond the numbers: Making data work for teachers and school leaders.

Not exact matches

Through a program called IISME, or Industry Initiatives for Science and Mathematics Education, 12 high school science teachers from throughout the Bay Area spent part of their summer working with Berkeley Lab scientists on ongoing research projects, conducting and designing experiments and helping to collect and analyze data.

When I worked as an ECSE teacher I was responsible for 17 students, the IEP's for each student, making transportation arrangements, communicating with parents and staff for IEP meetings, developing lesson plans relating to each student's goals, and documenting progress on data goals.

An early intervention program for Kindergarten students, a program involving professional learning teams working together to increase teacher knowledge, and an action research project looking at how to use data to support student learning and feedback.

He saluted Murnane for the work he does to help teachers and school administrators make sense of and use data to inform their practice.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

Wand Education provides teachers with visual reports on student progress and actionable data that need to be addressed for students to improve their work.

The projects were not without challenges, including extra work for the teachers in data collection and provision of additional feedback for students.

Professor Thomas Kane and the team at the Center for Education Policy Research are experts at working closely with districts and harnessing big data to identify effective policies and practices in teacher preparation, teacher evaluation, and learning technologies.

Every teacher had a different comfort level with working this way, but once they looked at the data and were able to see the data points start to move for their students, the staff developed an overall sense of empowerment and buy - in.

Teachers often come to the classroom with an unclear understanding of attention - deficit / hyperactivity disorder, and they are rarely provided with strategies that detail how to work with students who have been diagnosed with ADHD, even though such students make up an increasingly large number of their students — 11 percent and growing as of 2011, according to data gathered by the Centers for Disease Control and Prevention.

First, paid leave for teachers in the ECEC data set is based on teachers» shorter 185 — day work year, versus roughly 260 days for most nonteachers.

Sachs and his colleagues train members of the Community Partnership Councils to accurately administer surveys, so it is the members themselves (the working parents, the child - care employees, and teachers who are tending challenging populations of kids for little pay) who are actually collecting the data.

Jonathan Simons, head of education for Policy Exchange, explained that official data suggests over 25 per cent of teachers of working age who left the profession between 2008 and 2012 were between the ages of 30 and 39.

For us, if you ask any of the teachers which work they wouldn't want to lose from the school it's the data - driven work.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

Positive comments from some recent users of this book include: Most schools are full of documents and data... Dr Slater is among the first to show how they can be used to compare what is said on paper and in interviews... The results will shock you... Dr Slater is a successful high school teacher and an award winning author... and here's why... Fantastic little book, punches well above its weight... Makes it seem so simple... the art of the genius... As an advocate of the What Works agenda, I think this book really is a wake - up call... A fantastic insight into the potential for using documents in research... Nails twenty years of research in twenty minutes... Worth every dime... Every student in my class (6th form) has been told to buy this book... and it's easy to see why... Shines a great big light on the power of documents in research... Surely this is the best book in its field... First class... I kept referring to this book in my presentation last week and the audience was ecstatic... Education research, usually has little effect on me... Until now... This book is formidable... Crushes the concept that education research is rubbish... fantastic insight... Blows you away with its power and simplicity... Huge reality check, senior school managers at good schools tell the truth, other's don't, won't or can't, and their students suffer.

Good teachers are staying and, the early data show, the ineffective ones are looking for work elsewhere.

But since the field itself is not rigorously gathering data on what works — and the risk for the students of new teachers is so great — it makes sense to establish reasonable guidelines as to what should go into teacher training to ensure, at the very least, that new teachers «do no harm.»

In every district with available data, and for all three sets of elections, other district employees who live and work in their districts vote at substantially higher rates than ordinary citizens do — rates that, on average, are just a shade lower than those of teachers who live and work in the district.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

In their work at the Project for Policy Innovation in Education, Kane and his colleagues have been working with school districts around the country, using data to evaluate hiring and certification policies for teachers, public school choice systems, and the effect of charter and pilot schools on student outcomes.

The collection of individual student achievement data is now possible technologically, and its dissemination to teachers swiftly offers many opportunities for intervention, remedial work, and enrichment.

In joining a network, an agency would agree to pool its data, collect common outcomes such as a common interim assessment or teacher surveys, and work with the network organizer to establish a comparison group for each major intervention it implements.

We are working to put together an international framework of indicators to measure student engagement, peer collaboration, assessment processes, and teacher education, so that we can gather constructive data for schools to move forward.»

Yet, much of that work depends on a simple, often unstated, assumption: that the short list of control variables captured in educational data systems — prior achievement, student demographics, English language learner status, eligibility for federally subsidized meals or programs for gifted and special education students — include the relevant factors by which students are sorted to teachers and schools.

Initially funded at $ 650 million, i3 allowed school districts, charter schools, and non-profit organizations working in partnership with one of those entities to apply for grants to support innovative programs aligned with one of four broadly defined federal priorities (e.g., supporting effective teachers and principals or improving the use of data).

Small groups of teachers who typically work together as part of a grade - level, department, or project team appeared to work best for data - analysis meetings.

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.

I worked with two early career teachers to develop assessments that allowed us to collect data and then used this to develop and modify learning progressions for Year 7 Science.

There are public schools and charter schools serving some of the most disadvantaged students in the country, and yet they are recruiting great teachers, making the curriculum more rigorous, using data to see what works, and graduating students ready for college.

For a single teacher «almost super-human ability» is required to maintain up - to - date data on the learning needs of each student, as well as organising and preparing differentiated learning materials, while also maintaining valuable direct instruction, student discourse and collaborative group - work.

Funded by: U.S. Department of Education - IES Amount: $ 1,000,000 Dates: 7/1/14 — 12/31/18 Summary: The Massachusetts Institute for College and Career Readiness (MICCR) will promote working alliances between researchers and policymakers in the use and interpretation of data and evidence to guide decision - making and improve student outcomes through meetings with MA Gateway City school and government leaders, as well as collaboration between researchers and teachers in the target communities.

More recent research backs up this view, argued University of Washington professor Dan Goldhaber in a retrospective about the report for Education Next: «New empirical work, using better data... and more sophisticated statistical techniques has, in broad terms, reinforced the Coleman Report conclusion that teacher quality is the most important schooling variable.»

And here are a few examples of teachers» goals: to more consistently draw on student data to inform my teaching; to employ high standards for all of my students, not just the ones I easily relate to; to be more open to experimenting with the new technologies in my classroom; to working more collaboratively; to getting better at saying «no»; to giving supportive and constructive feedback to my colleagues; to be more open to my colleagues» feedback about my teaching.

Teacher pension plans are already in bed with Wall Street; the «retirement security crisis» narrative ignores data showing that elderly Americans are doing better and better; today's defined benefit pension plans just don't work that well for most teachers; and the costs of today's pension plans are enormous and are affecting schools and other public services.

He worked with the Council of Chief State School Officers (CCSSO) to design and develop the free, Web - based Data - Based Decision Making Tool: A Resource for Teachers (www.edvantia.org/dbdm), a comprehensive guide for developing and implementing school improvement efforts; and also developed the Web - based version of the K - 12 Total Cost of Ownership, or TCO, Calculator (www.edvantia.org/tco), which is based on the work of the Integrated Technology in Education Group.

As full implementation of both the teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based on the Common Core Standards; valid and reliable assessment tools to measure growth in every subject area (tested and nontested); and time to work in professional teams to set growth targets, analyze data, and provide the appropriate instructional interventions for every student.

In the study, published as a working paper on the Teacher Policy Research website, researchers from the Curry School of Education at the University of Virginia and the Stanford University Graduate School of Education used data for New York City public schools to examine a reform initiated in 2009 that altered the process by which teachers are granted tenure following their third year of teaching.

Alumni are leading change at the school level — managing people, data and processes to foster school improvement as coaches, teachers leaders, and school principals; and at the district level — working to shape a vision of academic success for all students, through various central administrative roles.

We have found some success by starting with teachers who volunteer to participate, creating some success in these classrooms which we then try to make public, and then using data as well as actual classroom visits to make a compelling case for the value of the work.

His passion is to use data to improve educational outcomes, so he jumped at an opportunity to work in the Louisiana Department of Education, serving as a project manager for the new teacher evaluation platform.

We believe that parallel PLCs should be created for administrators that focus on how to support teachers in the work their PLCs are doing, and having periodic meetings with BOTH the teachers and administrators that are required and focused on analyzing evidences / artifacts / data and making plans for next steps.

Her coach then worked with her to develop a plan for how to share the data, communicate her expectation to teachers, and get their buy - in.

One novel feature of this work is the coaches» use of data from practical measures of the quality of classroom instruction when, for example, negotiating improvement goals with teachers.

This year we are focusing on ensuring that the dashboard provides MPS teachers with easily accessible data that informs data - driven decisions for instructional planning, classroom interventions, and student learning objective work.

It's hard to carry out a vision of student success, for example, if the school climate is characterized by student disengagement, or teachers don't know what instructional methods work best for their students, or test data are clumsily analyzed.

These are teacher teams that are spending time looking at student work, looking at student data and asking the question: For the kids who aren't succeeding, what could we do differently?