Sentences with phrase «decisions about teacher performance»

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

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?

Not exact matches

Beyond inflammatory rhetoric about teacher unions, pay - for - performance, and other hot - button school policies, we need to be thoughtful about how our decisions affect teachers — and, ultimately, our children.

Figure 1b shows the changes in standardized test scores, across the full range of student performance, that can be attributed reasonably to teacher and school performance and to decisions about how the school allocates resources among students.

Districts rated 99 percent of teachers as «satisfactory» and ignored performance altogether when making decisions about recruitment, professional development, promotion, pay, or dismissal.

Nothing in the PISA data allows us to identify crucial aspects of performance pay schemes, such as the way in which teacher performance is measured, the size of the incremental earnings received by higher - performing teachers, or very much about the level of government at which or the manner in which decisions on merit pay are made.

My main recommendation, therefore, is to maintain the law's current annual testing requirements, while restoring to states virtually all decisions about the design of their accountability systems, including how schools and teachers are identified as under - performing and what should be done to improve their performance.

Of the 6,700 teachers who responded, 27 per cent of teachers eligible for the performance - related pay progression were yet to hear a decision about the wages.

Less frequently, principals and teachers reported using data in making decisions about professional development plans or in the course of conversations with parents about student performance and programming.

Meanwhile, in declaring that «Schools should teach about the French Revolution, not have their parents act it out», Rotherham reinforces a conceit found far too often found among Beltway reformers (and, as evidenced from Teach For America President Wendy Kopp's thoughtless piece on releasing teacher performance data, even among some operator - oriented reformers): That families — especially those from poor and minority backgrounds — just aren't equipped to make smart decisions when it comes to school operations.

No one talked about aggregating information about individual teacher performance, from formal or informal supervision processes, for use in decisions about improvement goals and progress.

School districts also are under increasing pressure to gather data about teacher performance as part of a related effort to address teacher tenure and in some cases are tied to decisions about pay increments.

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.

[34] The downside is that such decisions would be based on little direct information about actual performance unless pre-service teacher education programs substantially expand their use of evaluation.

Making decisions about student readiness, teacher performance, and school quality that have far - reaching ramifications should never be based on a single state assessment.

Districts, states, and schools can, at least in theory, generate gains in educational outcomes for students using value - added measures in three ways: creating information on effective programs, making better decisions about human resources, and establishing incentives for higher performance from teachers.

But states still have to make their own sometimes - complicated decisions about where and when to give teachers and schools a reprieve from the ratings themselves, as well as when to impose consequences for performance that falls short.

Specifically, officials at the state and district levels have had difficulty building staff capacity for implementing the reforms, meeting the requirements to develop teacher evaluations and increase student learning time, and gathering data on performance in SIG schools to make decisions about future grant renewals.

Sixteen states require the results of teacher performance evaluations be used in decisions about tenure or non-probationary status, versus 10 in 2011.

The unions also proposed that evaluations be clearly tied to a teacher obtaining due process rights, usually known as «teacher tenure» and that decisions about layoffs in times of fiscal crisis include performance evaluations rather than a system based solely on seniority.

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.

Successful districts invest considerable resources in developing their capacity to assess the performance of students, teachers and schools, and to utilize these assessments to inform decision - making about needs and strategies for improvement and progress towards goals at the classroom, school and district levels.

Without a learning target (coupled with a performance of understanding that requires students to use and aim for the target in today's lesson), it's unlikely that teachers, students, and administrators will make informed, evidence - based decisions about student learning.

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.