Sentences with phrase «decisions about teacher»

On numerous occasions, equity - minded principals have challenged this norm, arguing that they should have some authority to make their own decisions about teacher placements.

The best policy is likely to push these decisions about teacher compensation downward below the district level to the school level, as the teachers» present management will likely be better positioned to judge the value and relevance of teachers» (often commendable) efforts to improve their subject knowledge than is the personnel office of a huge, wasteful district like LAUSD, while making these decisions at the state level is even less likely to prove efficient.

«And you can't beat the free flow of data — especially when you're trying to make critical decisions about teacher hiring.»

School districts continue to make high - stakes decisions about teacher performance based on how well students perform on state mandated...

Now 35 states require student achievement to be a significant factor in teacher evaluations, and many school districts are using those evaluations to make decisions about teacher bonuses and as a basis for firings.

They can help leaders make decisions about teacher assignment and promotion.

How valid and reliable are evaluation systems that rely primarily upon direct observation to reach quantifiable decisions about teacher performance?

If decisions about teacher performance are delegated to local leaders, will those leaders have the same ability to make the kinds of human capital decisions that state - based teacher effectiveness systems have provided?

Currently, state and local education agencies control decisions about teacher certification requirements, staffing ratios, required seat time for students, and school curricula.

Character is certainly important, and local school administrators can consider it when making decisions about teacher employment; unlike teacher education faculty, they are accountable to a local community.

Early, irreversible decisions about teacher tenure have real costs for students and ultimately all of society.

But the groundbreaking decision in the Vergara case makes it clear that early, and effectively irreversible, decisions about teacher tenure have real costs for students and ultimately all of society.

Murnane said he would oppose using such data to make decisions about teacher pay or termination.

Similarly, 27 percent oppose basing decisions about teacher tenure on how well students progress on standardized tests, nearly double the 14 percent opposed to the idea one year ago.

«It's not like we can avoid making high - stakes decisions about teachers,» [Professor Tom Kane] said.

In 2014, the American Statistical Association (PDF), the National Association of Secondary School Principals, and researchers Morgan Polikoff and Andrew Porter expressed concerns about the use of VAMs when making high - stakes employment decisions about teachers.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

The bottom line here, then, is that those in charge of making consequential decisions about teachers, as based even if in part on teachers» value - added estimates, need to be cautious when making particularly high - stakes decisions about teachers as based on said estimates.

While these are also noted as statistically significant, using the table below one can determine that statistical significance does not necessarily mean that such «very weak» to «weak» correlations are of much practical significance, especially if and when high - stakes decisions about teachers and their effects are to be attached to such evidence.

The decision about teacher pay is coming up with money to give many veteran teachers not a salary increase, but merely a $ 750 bonus.

The economics - based approach, however, focuses on so - called summative performance measures that evaluators use to make high - stakes decisions about teachers» salaries and careers.

For a variety of reasons, states and districts use multiple measures in one particular way: to make personnel decisions about teachers based on a weighted average of the separate measures.

KNOWLEDGE BRIEF 11 by Douglas N. Harris States and districts across the country are using multiple measures to make personnel decisions about teachers based on a weighted average of the separate measures.

Henry Braun of the Educational Testing Service wrote: «[Value added modeling] results should not serve as the sole or principal basis for making consequential decisions about teachers.

Likewise (7) «Using VAMS to make high - stakes decisions about teachers also may have the unintended effect of driving skillful and committed teachers away from the schools that need them most and, in the extreme, causing them to leave the profession» in the end (p. 121).

«Using standardized test scores to make high stakes decisions about teachers, and therefore schools, is very problematic,» Caputo - Pearl said.

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.

Decisions about teachers should be made by those with educational expertise.

Without such new measures, important decisions about teachers have little substantive basis, as this past decade's futile search to identify highly qualified teachers showed.

Because the evidence on confounding by student background variables is mixed, those who make decisions about teachers should allow for its potential to occur.

«VAM results should not serve as the sole or principal basis for making consequential decisions about teachers.

This district is to use these data, along with student growth ratings, to inform decisions about teachers» tenure, retention, and pay - for - performance system, in compliance with the state's still current teacher evaluation system.

Most districts and states have only just begun to use student growth measures to inform high - stakes decisions about teachers.

If value - added scores from different tests lead to different conclusions about a teacher, then we may worry that value - added from any single test provides an incomplete picture of a teacher's effectiveness, and that using it to make decisions about teachers may be inefficient or, for some teachers, unfair.

But with the right tools, school and district leaders can elicit responses that empower data - based hiring decisions about teachers, principals and support staff, every time.

Most of the people who draft education policy and who make life and death decisions about teachers and schools could not do what they ask teachers and principals to do.

But for the purposes for which teacher - level value - added is currently being used, correlations above r = +.70 / r = +.80 would (and should) be most desired, and possibly required before high - stakes decisions about teachers are to be made as based on these data.

For those who view the instability of VAMs as a fatal flaw limiting their utility for high - or low - stakes decisions about teachers, these results suggest that the same concerns may apply to observations and student survey measures.

The research also points for the need to come to established consensus about whether instability of measures of teaching performance is a problem or not, and what level of stability is needed to make either high - or low - stakes decisions about teachers.

Not exact matches

Every citizen, every parent, every teacher and administrator must make decisions about what shall be taught in homes, schools, churches, industry, and community.

In the beginning, as you glimpsed what the teacher not only talked about but lived, as the crowds responded enthusiastically, your rash decision to follow him seemed almost reasonable.

This process was designed to immerse catechumens in Scripture and to provide teachers who were exemplary Christians to guide them in their decision about baptism.

Decisions had to be made from time to time as to where or when services of the church would be held; the church needed to be told of the impending visit of an apostle, or of some prophet or teacher from abroad; a question has been raised as to the good faith of one of these visitors, and there must be some discussion of the point and a decision on it; a fellow Christian from another church is on a journey and needs hospitality; a member of the local congregation planning to visit a church abroad needs a letter of introduction to that church, which someone must be authorized to provide; a serious dispute about property rights or some other legal matter has arisen between two of the brothers and the church must name someone to help them settle the issue or must in some other way deal with it; a new local magistrate has begun to prosecute Christians for violating the law against unlicensed assembly, and consideration must be given to ways and means of meeting this crisis; charges have been brought against one of the members by another member, and these must be investigated and perhaps some disciplinary action taken; one of the members has died, and the church is called on for some special action in behalf of his family in the emergency; differences of opinion exist in the church on certain questions of morals or belief (such as marriage and divorce, or the resurrection), differences which local prophets and teachers are apparently unable to compose, and a letter must be written to the apostle — who will write this letter and what exactly will it say?

Learn about the most common ways teachers measure student educational progress for special education programs and gain valuable tips that will help you make educational decisions for his special education program.

From these statements three principles emerge about self - administration: Schools must be free of state control as part of a free cultural life, teachers must be centrally involved in the running of the school and in decision making, and the school should be organized along republican principles in which teachers are equal but delegate specific responsibilities to individuals and committees.

Teachers will try to channel this teenage discontent into assignments that let your child make decisions about his own life and identity.

Excerpt: «My experience in education has taught me that empowering parents, teachers and principals to make decisions about school policies is essential to building good schools.»

Leadership in both houses of the state Legislature support a two - year moratorium on using Common Core - aligned test scores to evaluate teachers and principals or to make decisions about student placement or promotion, a plan supported by teachers» unions.

But the judge stopped short of making a permanent decision about the city's plan, which is being challenged in lawsuit filed by the teacher's union.

«I want local parents, teachers, and school boards to make the decisions about curriculum and assessment.