Sentences with phrase «districts reward teachers»

Most districts reward teachers for their years of experience, advanced degrees, and in some cases special credentials such as a certificate from the National Board for Professional Teaching Standards (NBPTS).

Not exact matches

I responded to the reader in a series three posts: Part One offered advice for bringing about change at the classroom level (e.g., teacher rewards and snacks); Part Two dealt with changing the school - wide food culture (fundraisers, wellness programs, etc.); and Part Three talked about change at the district level.

«By rewarding donations that support public schools, providing tax credits for teachers when they purchase classroom supplies out of pocket, and easing the financial burden on families who send their children to independent, parochial or out - of - district public schools, we can make a fundamental difference in the lives of students, families and educators across the state,» he said.

Teachers in 21 Kentucky schools and five districts are now eligible for cash rewards for improved student performance as a result of corrected scores on the 1996 state assessment.

Under IMPACT, the district sets detailed standards for high - quality instruction, conducts multiple observations, assesses individual performance based on evidence of student progress, and retains and rewards teachers based on annual ratings.

Because district response to the law was slow, the state legislature, in 2006, enacted its Special Teachers Are Rewarded (STAR) program, giving it a budget of $ 147.5 million.

Approved by the district's board of education last week, the plan is expected to put millions more dollars into rewards for teachers whose students show better - than - average improvement compared with similar groups of students.

Several school districts across the country are trying to change their teacher - salary structures in ways that would not only reward performance, but also allow effective teachers to reach top salary levels earlier in their careers, making teacher - compensation plans more in line with those in other occupations.

Although the federal government, states, school districts, and private foundations already have invested nearly $ 200 million in producing and rewarding National Board - certified teachers, this is the first study assessing whether the National Board has actually succeeded in identifying «expert» or «master» teachers who perform better than their uncertified peers.

Illustrations by James Yang Offering financial incentives to improve education — providing money rewards to students, teachers, schools, or districts as a way to motivate them to try harder and do better — is one of the hottest topics in education today.

Second, school and district leaders can use VAMs to make workforce decisions — recognizing and rewarding effective teachers and denying tenure and dismissing the lowest - performing teachers, according to Corcoran and Goldhaber.

A better means of driving reform would be to reward states and districts based not on unenforceable promises but on specific, concrete steps to overhaul anachronistic policies like teacher tenure, now granted in most states as a matter of course after just a couple of years in the classroom.

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

Researchers have proposed that districts pay teachers a bonus for the days they don't take off, or give their schools the money that would have been spent on subs as a collective incentive, or set up a reward system for teachers with good attendance (the Columbia study found that only 3 percent of teachers had perfect attendance).

There are isolated examples of school districts that reward teachers for high performance.

Still, he adds, if the district is going to offer rewards for things his teachers would do anyway, he's happy to ensure they receive them.

Other districts have used Act 10's tools to subvert old tenure practices and reward teachers based on their effectiveness in the classroom.

By contrast, many school districts» incentive pay systems reward teachers for out - performing, rather than helping, their teammates.

«Today's investments will help these districts and school networks — and in time, all districts — develop better systems to identify and reward great teachers, make sure the highest - need students have access to the most effective teachers every year, and give all teachers the support they need to improve.»

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

One of the program's requirements was that districts create systems for awarding bonuses that differentiated between teachers — the whole idea of bonuses is to reward above - average performance.

Philadelphia, Guilford County, N.C., and four small districts in northern New Mexico have scooped up the last of the $ 42 million in federal grant money on offer this fall for rewarding teachers and principals who get higher student test scores in needy schools.

To attract high - aptitude women back into teaching, school districts need to reward teachers in the same way that college graduates are paid in other professions - that is, according to their performance.

Under a state - appointed superintendent, the district pursued a wide - ranging reform agenda, including a major new teacher contract and evaluation system intended to retain and reward the district's effective teachers and remove ineffective teachers from the classroom.

And it offers financial rewards to urban school districts that improve performance through initiatives like merit pay for teachers.

• Making it possible for districts to reward teachers for innovation, although that would be defined and negotiated in each school district.

In «Part Five: Three Perspectives On Launching A Residency from California State University, Fresno» Drs. Paul Beare, Cathy Yun and Lisa Bennett write about the university's important partnerships with both rural and urban school districts, their focus on teacher professional development and the rewards and challenges of building three different residencies — each with a unique focus.

Nearly two - thirds of districts are not able to offer pay incentives or differentiated pay to teachers — for example, cash bonuses, salary increases, or different steps on the salary schedule — to reward or recruit teachers.

CAP surveyed a sample of 108 nationally representative school districts and asked them to describe how they recruit new talent, select whom to hire, induct new teachers, develop teachers» skills, and measure and reward teachers» success in the classroom.

Teacher Leadership and Compensation System: Explains Iowa's new career ladder that rewards effective teachers with leadership opportunities and higher pay; 39 districts participated in first year, with goal of all districts participating by 2017 https://www.educateiowa.gov/teacher-leadership-and-compensation-system

Seventy five of North Carolina's 115 school districts have submitted teacher compensation proposals to the General Assembly with the hope of participating in a pilot program that would reward highly effective teachers with bonuses.

The fifth - grade teacher in Washington, D.C., earned a «highly effective» rating under the district's controversial system that rewards — and sometimes fires — teachers based in part on their students» progress on standardized tests.

But since then, the high - stakes testing movement has blown up: with increasing frequency, student scores on standardized exams are tied to teacher, school, and district evaluations, upon which rewards and punishments are meted out.

«In California, state law and local rules make it challenging for districts to reward their best teachers and remove their worst teachers,» said Dominic Brewer, a professor of urban policy the USC Rossier School.

The law encourages local districts to submit teacher pay proposals for the pilot that could look like one of two distinct models: either pitch a plan that would reward teachers on the basis of how well their students do on tests, or present an idea for paying teachers who work in hard to staff subject areas or rural / high poverty schools and / or taking on additional leadership roles to improve student success.

Fellow board member Peter Sobol said though the law was billed as providing budget relief for school districts and local government, it could end up being harder on budgets as districts develop compensation models that combine their desire to reward good teachers and the need to keep them.

Instead, districts might find ways to reward a particular school or group of teachers that meets a goal, such as improved attendance, discipline or performance on standardized tests.

Guenther sees major changes on the horizon, including the possibilities of year - round school with four - day weeks, sharing staff with neighboring districts in virtual classrooms and rewarding teachers for performance instead of only seniority and educational attainment.

Feller reports on the establishment, growing pains, and initial good results of the Teacher Leader Cohort plan, which uses financial and other rewards to encourage teachers with success at raising student achievement to transfer — in cohorts — into the lowest - performing schools in the district.

In states and districts across the country, policy makers who understand this recognize the value of Board - certified teachers by rewarding them for voluntarily pursuing teaching's highest credential.

Predictably, American Federation of Teachers president Randi Weingarten weighed in on the North Carolina move, positing that, «districts and local unions should create contracts that reward teachers for master's degrees that are relevant to classroom instructionTeachers president Randi Weingarten weighed in on the North Carolina move, positing that, «districts and local unions should create contracts that reward teachers for master's degrees that are relevant to classroom instructionteachers for master's degrees that are relevant to classroom instruction.»

Performance - based evaluations based on value - added analysis of objective school data allows for districts and schools to recognize and reward those teachers who are doing good and great work.

But I would point to the fact that many teacher preparation programs don't offer future teachers as much clinical training as they ought to receive — especially training in high - needs schools; that districts are by and large not as effective as they might be at teacher induction and professional development; that teachers are generally under - compensated and specific individual excellence isn't rewarded; and that the policy contexts in which teachers work are being constantly revised in ways that are sometimes contrary to research evidence.

It is also about how the district (and the sector more broadly) compensates and rewards teachers for their impact on student learning.

These days, with the federal Race to the Top program and state legislation loosening teacher tenure, many districts across the country are looking for a new kind of school leader — principals with an intense focus on evaluating teachers, helping them improve, rewarding those deemed «most effective,» and firing ones who are persistently substandard.

TeacherMatch probably isn't any worse than the methods the district uses now to rate and reward teachers it's already hired — seniority and advanced - degree attainment, which have little to do with teacher quality.

[1] According to the survey, «For school districts, which receive the majority of these funds, allowable uses include: recruiting and retaining highly qualified teachers; offering professional development in core academic areas; promoting growth and rewarding quality teaching through mentoring, induction, and other support services; testing teachers in academic areas; and reducing class size.»

Robyn Ziegler, a spokeswoman for the district, emphasized that terminating the grant meant teachers would not receive «enhanced feedback and reflection tools, peer observers, mentor coaching, career - ladder opportunities, and additional compensation to reward teachers for their good work.»

This effort is matched by recent priorities of the Teacher Incentive Fund supporting district - wide evaluation systems that reward teacher sTeacher Incentive Fund supporting district - wide evaluation systems that reward teacher steacher success.

The District of Columbia, for example, implemented a controversial incentive program that rewards teachers who are deemed «highly effective» with bonuses of up to $ 25,000.