Sentences with phrase «different teacher evaluation systems»

A study published in the Winter 2015 issue of Education Next, «Getting Classroom Observations Right: Lessons on How from Four Pioneering Districts,» looked at the strengths and weaknesses of different teacher evaluation systems.

The first study looks at the strengths and weaknesses of different teacher evaluation systems.

Not exact matches

Nonetheless, insofar as teacher - evaluation programs are judged by their ability to meaningfully differentiate between the performance of different teachers, New Mexico's system is a success.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

The authors point out that the Cincinnati system of evaluation is different from the standard practice in place in most American school districts, where perfunctory evaluations assign the vast majority of teachers «satisfactory» ratings, leading many to «characterize classroom observation as a hopelessly flawed approach to assessing teacher effectiveness.»

The challenge in all of this, however, is to be clear about the purpose of teacher evaluation so as to guide appropriate selection of tools and processes, and to also understand that contextual needs in one system may be very different for another system.

Making sense of the teacher effectiveness data is tough work given that different districts use different evaluation systems.

Michelle Rhee who, as many of you know, is the founder and current CEO of StudentsFirst, as well as former Chancellor of Washington D.C.'s public schools who during her tenure there, enacted a strict, controversial teacher evaluation system (i.e., IMPACT) that has been at the source of different posts here and here, most recently following the «gross» errors in 44 D.C. public school teachers» evaluation scores.

He sent this to me for my thoughts, and I decided to summarize my thoughts here, with thanks and all due respect to the author, as clearly we are on different sides of the spectrum in terms of the literal «value» America's new teacher evaluation systems might in fact «add» to the reformation of America's public schools.

Efforts to legislate statewide teacher - evaluation systems, of the kind championed by the Obama administration in Race to the Top and as a condition for No Child Left Behind waivers, may be a whole different kettle of fish

Donaldson added that the situation has led to «classroom teachers in the pilot schools coming to very different understandings of what is expected of them» under the new state evaluation guidelines — a system scheduled to be mandated for all educators next year.

The Center on Enhancing Early Learning Outcomes (CEELO) wanted to know how states are incorporating early childhood teachers in their teacher evaluation systems, and additionally, whether requirements for evaluating early childhood teachers are different from teachers of higher grades.

However, the early results in states where new evaluation systems have been in place for more than a year are not much different from the old results, as nearly all teachers have scored in the top tiers.