Sentences with phrase «determining if the teacher»

Groups like Citizen Action and the Alliance for Quality Education have long been fighting against tests used to determine if teachers and schools are effective and are fighting the push by members of the current school board for more charter schools and potentially conversion of some public schools into charters.

The questions an administrator asks a potential teacher are important in determining if the teacher will stay.

It does not take 18 months or even 6 months to determine if a teacher is good teaching material.

A chi - square test of goodness of fit was performed to determine if the teachers» instructional practice with the IWB differed from their instruction without the IWB.

There also is little agreement on how many criteria need to be rated during an observation to determine if a teacher is effective and which criterion is most important.

Opponents of performance assessments say that preparation programs, and the state, are missing the point by relying on an assessment to determine if teachers are prepared for the classroom.

Another sticking point is the limited use of seniority in determining whether a teacher is laid off or not, as well as ongoing questions about the teacher evaluation system that will be used to determine if a teacher receives tenure in the first place.

Trust, competence, energy, enthusiasm, and consistency are among the top characteristics students consider when determining if their teacher is credible and if they are going to choose to learn from them.

However, we can only determine if a teacher's actions have impact by measuring what matters most — the level at which students have gained increased understanding, and how they appropriately exercise their newfound knowledge or skill.

Not exact matches

So next time we hear one of our favourite Christian teachers is saying something we personally disagree with, it might be worth pausing before we morph into keyboard warriors, determined to announce THE TRUTH to whoever will listen (note: writing in all caps isn't a great start if you want people to listen to you).

Among them: determining what constitutes acceptable state tests; establishing criteria by which to approve a state's school accountability plan; defining «qualified» teachers; and deciding how broadly to interpret a clause that lets schools avoid sanctions if their students make lesser gains than those required under the bill's «adequate yearly progress» provision.

If you remain with the same teacher, constructively collaborating with the teacher to determine the things your child could do to compensate for what is lacking in the classroom may be helpful.

The teacher, working with colleagues and parents, must determine if any particular child can be well served.

CHRISTINE STEWART FITZGERALD: How would the parents even determine, if kids are in preschool, would they have some indication from their preschool teachers?

It's important to meet with teachers and administrators to talk about your concerns and determine if the preschool program is right for your child.

If you suspect your child has a disability, ask the teacher, principal, or counselor about assessment to determine if your child has a disabilitIf you suspect your child has a disability, ask the teacher, principal, or counselor about assessment to determine if your child has a disabilitif your child has a disability.

To determine if summer school is right for your child, talk to your child's teacher or guidance counsellor or contact your local school board: KPRDSB, 705-742-9773, www.kprschools.ca, or PVNCCDSB at [phone], www.pvnccdsb.on.ca.

That particular bill would allow future lawmakers to determine, by amending statute, exactly which types of public employees — teachers, cops and firefighters are currently exempt — might lose their pension if convicted of a felony related to their job.

If Lib Dems, resourceful and determined activists and councilors some of them, decide they want to throw every spanner they can at the free schools movement they could be useful allies for the teacher unions and others already engaged in that campaign.

In a new study, researchers find that seniority - based layoff policies — the norm in public schools — lead to higher numbers of teacher layoffs than would be necessary if administrators were allowed to make effectiveness the determining factor in issuing layoff notices, rather than length of service.

But I'm determined that — even if I have to find the mischievous time elf and give him a stern talking to in my best teacher voice — I will find the time necessary for my students to learn.

For example, the idea that the success of LEAs will be determined based on: «the number and percentage of participating students by subgroup who have daily access to effective and highly effective teachers» is problematic in the way that it potentially limits the innovative staffing models possible to serve students if educator is defined as one being co-located with the student.

In the last few years I have come to realise the merit of asking students for feedback on my practise, but I determined that it should be increased in frequency, across multiple subjects or curriculum areas, and at various points of the teaching and learning cycle if I was to be the best teacher I could be.

I requested that teachers provide these students with a pre-assessment for the science material that was going to be covered in the next month ~ with the goal being to determine if these students had already mastered the content.

This report recommends further research to investigate the question of whether the certification process itself makes teachers more effective — as they become familiar with the standards and complete the assessment — or if high - quality teachers are attracted to the certification process, as well as to determine whether NBPTS certification is having broader effects on the educational system beyond individual classrooms.

If they can't, teachers need to determine whether the room for improvement lies with the learner or teacher or both.

For each objective teachers are given detailed information about what content should be taught to meet the objective, the level of knowledge that has been developed in earlier grades, assessment ideas that can be used to determine if the student has mastered the objective, and ways the skills covered by the objective can be linked to other objectives.

If students are not tested annually in each subject, how do we determine the merit of a teacher in a year without testing?

The walk - throughs also provide feedback for teachers and can help determine, what, if any, assistance they could use.

For example, if the teacher determines that the student has demonstrated adequate understanding of the simpler content (i.e., score 2 content) and demonstrated partial understanding of the score 3 content, the student is assigned a score of 2.5.

Teachers can not determine if a student is «left brain or right brain dominate» because the human brain is highly interconnected, with information flowing from left hemisphere to right hemisphere and back again within a matter of seconds thanks to the corpus callosum, the neural «bridge» between the left and right hemispheres of the brain.

A teacher's ease in speaking with kids largely determines if they form a bond with their students — and if, in return, those students express themselves freely and with increasing precision and skill.

«Even if teachers were taught about instructional design, they would likely not have the time to prepare instructional materials, field test those materials to determine if they are effective, and modify the materials before using them to teach students.

(One AUP clause I heard of that I thought was really interesting was one that stated that if a teacher felt a student had gone to an unacceptable site, the teacher, student, and the student's parents would review the site together to determine whether the site violated the teacher's AUP.

«The resulting spreadsheets also enable us to analyze the makeup of each homeroom to determine if we've achieved «balance» while incorporating teacher information with parent requests,» says George.

Often, teachers assign fewer papers — each of which counts for more in determining course grades than if assignments were more frequent — to avoid mountain - high stacks of work to correct.

Now Tomberlin is working with teachers on several areas that could be included in the evaluation system: content pedagogy, participation in professional learning communities, student surveys, teacher work product, teacher observation, student learning objectives, and value - added measures to determine if students have achieved a year's work in their subject.

Although such changes often are necessary and may eventually serve to enhance student learning, they require teachers to become students — if only briefly — as they learn about the required changes and determine how best to implement them.

The teacher has the answer key which he / she uses to determine if the student gave the right definition for the quality.

The school must post such information in clearly visible locations so that it is readily accessible for students and employees by: (1) posting such information on the district and / or school's website (s), if such a website exists; (2) posting such information in highly - visible areas of school buildings; (3) making such information available at the district and school building - level administrative offices, where applicable; (4) providing such information to parents and persons in parental relation at least once per school year in a manner as determined by the school, including, but not limited to, through electronic communication and / or sending such information home with students; and (5) providing each teacher and administrator in the school with such information.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

If they did, they would allow for teachers to ponder the notion of, say, «white privilege» and determine that it plays a negligible role in Minnesota classrooms today.

For each teacher, the raters examined each item on each scale separately, providing a judgment about whether there were many, some, or few instances of that attribute in the data set (or if there were data, they coded the item as could not determine.

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 Erie - Catt Teacher Center (ECTC) Policy Board decided that the purchase of iPads for classroom use would be worthwhile IF it could be determined that iPads changed the way teachers taught and the way students learned.

Such an experiment could determine if a causal link exists between connecting preservice teachers to online communities of praxis and the possible benefits of these environments, such as a disposition to colearning and reflective practice or increased content understanding and technology confidence.

If a career status teacher is up for dismissal or demotion, she has a right to a hearing by a neutral third party who would sift through the evidence to determine whether or not the employment action was based on sound evidence.

During this time, our grade - level teachers collaborate, and we analyze and look at schoolwide data to determine our impact in order to make instructional adjustments if necessary.

To gauge the level of belief in specific brain myths, the author relied on a paper by Paul Howard - Jones recently published in Nature, and the author used some items from Howard - Jones» research.21 The author also used test items from the Educational Testing Service's teacher licensure exam to determine if the public could accurately answer such questions.

(c) Beginning with teacher evaluations for the 2015 - 2016 school year, if a teacher's schedule is comprised of grade levels, courses, or subjects for which the value - added progress dimension prescribed by section 3302.021 of the Revised Code or an alternative student academic progress measure if adopted under division (C)(1)(e) of section 3302.03 of the Revised Code does not apply, nor is student progress determinable using the assessments required by division (B)(2) of this section, the teacher's student academic growth factor shall be determined using a method of attributing student growth determined in accordance with guidance issued by the department of education.