Sentences with phrase «determining teacher quality»

Is student performance on standardized tests an important factor in determining teacher quality — or is it the only factor?

The weight of evidence about the impact of teacher quality on measurable student outcomes shows that teacher quality is dwarfed by out - of - school factors, and the evidence on value - added methods of determining teacher quality is not valid.

That law is at the center of a dispute between the Obama administration, which is urging states to more effectively determine teacher quality, and state education leaders, who insist that federal officials are misinterpreting the law.

Not exact matches

Nash hopes that teachers and students will assume «a vantage point of determining those virtues that are most likely to encourage a better quality of democratic life for everyone.»

-LCB- «id»: 10197717, «title»: «Fed Up With School Lunches», «duration»: «3:00», «description»: «One teacher went undercover to determine the quality of school lunches.»

The demonstrators touted a study by the teachers union - backed Alliance for Quality Education, which used a formula developed by Gov. Eliot Spitzer's administration to determine that the state still owes New York City schools $ 2.5 billion, or $ 2,667 per student.

And Assemblymember Karim Camara, Chairman of the Black, Puerto Rican, Hispanic & Asian Legislative Caucus, said «One of the greatest determining factors in ensuring that a child has the high quality education they deserve is the capacity of the teacher in the classroom.

He assured teachers government was determined to improve on their welfare and teaching condition and urged them to give out their best to ensure that quality education is achieved in the country.

The delays in the process, the Daily News reported a few weeks ago, has the greatest effect on the same high - quality new recruits whose jobs Mayor Michael Bloomberg said he wanted to save during this year's fight over how to determine teacher layoffs.

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.

Ferguson noted that the quality of the teacher (as determined by test scores, level of education, and experience) accounts for 43 percent of the difference in math scores of students in grades 3 to 5.

In an effort to determine our core competencies, we are asking whether it makes sense to have extracurricular activities, such as supplemental sports and art classes, taught by the school's teachers or contracted out to nonprofit groups who may offer these services at reduced prices and provide higher - quality services.

We know, for example, that teacher quality counts more than almost any other external factor, including class size or neighborhood attributes, in determining academic success.

Assessment is at the heart of education: Teachers and parents use test scores to gauge a student's academic strengths and weaknesses, communities rely on these scores to judge the quality of their educational system, and state and federal lawmakers use these same metrics to determine whether public schools are up to scratch.

A school's resources — everything from teacher salaries to curriculum to non-academic support programs — affect the quality of education it's able to deliver, but schools have no power to tax residents, and things like teacher salaries and teacher placement policies are determined at the district level.

Brilliant teachers use good assessment strategies to rigorously determine the quality of technology - enhanced projects.

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.

To measure teacher quality, the authors began by trying to determine what good teachers know and do.

Achieve's Open Educational Resources includes a set of downloadable rubrics that can help districts, teachers, and other users evaluate OER for quality and determine the level of alignment to the Common Core State Standards (CCSS).

In his letter, Duncan expressed his disappointment in the failure of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) state assessments as a significant factor in determining teacher and principal performance levels.»

High - quality teacher - student relationships are another critical factor in determining student engagement, especially in the case of difficult students and those from lower socioeconomic backgrounds (Fredricks, 2014).

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 Denver, when the school district did a deep - dive analysis to improve the quality of teacher applicants (it had already determined quantity was not a problem), it collected information from charter and district schools.

The quality of the teachers in our schools is paramount: no other measured aspect of schools is nearly as important in determining student achievement.

School leadership and teacher quality are the two key factors that determine the quality of learning environments and the performance of children.

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

Moreover, principals strongly shape the conditions for high - quality teaching and are the prime factor in determining whether teachers stay in high - needs schools.

The measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher student achievement.

Although I do see the point of limiting the time allowed for each response, I wonder about the validity of the assessment center exercises in determining a teacher's quality.

Common Core implementation will forge ahead for the foreseeable future; but the degree to which we can overcome major obstacles like those raised by McShane and Rothman will determine the quality of the mark that is left on today's schools, teachers, and students.

But, states and school districts determine that quality since they control teacher certification, hiring, and other teacher - related practices.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

New teachers often consider their role in practice sessions to monitor whether or not the work is being done, as opposed to determining the quality of student responses.

But thanks to CTU and other unions, these layoffs are determined by seniority, not teacher quality.

After the plans became available for public review, organizations like Bellwether Education Partners, the Collaborative for Student Success, Alliance for Education, National Council on Teacher Quality and the Brookings Institution reviewed the submissions to understand their overall strengths and weaknesses, and to determine whether elements like educator equity and benchmarks for federal accountability were present.

In San Jose, Teacher Quality Panels could recommend a third year when they determine a teacher has potential but needs more time to develop, ThomaTeacher Quality Panels could recommend a third year when they determine a teacher has potential but needs more time to develop, Thomateacher has potential but needs more time to develop, Thomas said.

One reason is that the principal is the single most important factor in determining whether a school can attract and keep the high - quality teachers necessary to turn around struggling schools.

This is also highly problematic in that where a teacher might be housed might determine more his / her ratings based not necessarily (or entirely) on his / her actual «quality» or «effectiveness» but his / her location, his / her rater, and his / her rater's scoring approach given differential tendencies towards leniency, or severity.

The quality of that education is largely determined by the quality of the teacher in the classroom.

Over $ 9 million for Minneapolis Public Schools is at stake if teachers approve the agreement that has already been approved by the Minneapolis Public Schools Board and accepted by the Minnesota Department of Education.Members of the Minneapolis Federation of Teachers (MFT) are casting their votes this week to determine if our district should take part in the Quality Compensation (Q Comp) program offered by the state sinteachers approve the agreement that has already been approved by the Minneapolis Public Schools Board and accepted by the Minnesota Department of Education.Members of the Minneapolis Federation of Teachers (MFT) are casting their votes this week to determine if our district should take part in the Quality Compensation (Q Comp) program offered by the state sinTeachers (MFT) are casting their votes this week to determine if our district should take part in the Quality Compensation (Q Comp) program offered by the state since 2005.

Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his / her teacher.

This reversal did not determine that the quality of education was compromised by tenure or job protections for teachers or that students were deprived of their constitutional right to an education.

More concerning to some schools is the idea that pass rates on performance exams could be used to determine the quality of teacher preparation programs.

Over 70 percent of the American public believes quality of work and not a standard scale should determine teacher pay, and 60 percent believe the primary reason for evaluating teachers should be to help them improve their ability to teach.

Certainly this analysis could help policymakers determine what passes for a quality prep program, but in the end, I agree that the acceptance of newly prepared teachers is about standards.

And none of the focus on «teacher quality,» and by implication the lack thereof, has really focused on the degradation of the credential and professionalism that occurred when policymakers determined that it didn't really take all that much training for someone to be able to teach.

«Within the United States and across nations, there seems to be consensus that teacher quality is the most important school - based variable in determining how well a child learns.

In a 2010 «manifesto,» Klein and one of his protégés, Michelle Rhee, the former schools chancellor of Washington, D.C., summed up their campaign like this: «The single most important factor determining whether students succeed in school is not the color of their skin or their ZIP code or even their parents» income — it is the quality of their teacher.»

As important as racial balance is, the quality of a school is more often determined by the percentage of students in poverty, and the access students have to good teachers, experts say.

Even with the best technology in the world, there is one key element that determines student success: a high - quality, highly - effective teacher.