Sentences with phrase «drive accountability for»

They are processes, which drive accountability for reflective practice and cohesive, impactful action.

increased capacity to improve the effectiveness of governing boards in line with the «Competency framework for governance» (particularly boards» ability to provide strategic leadership and data - driven accountability for educational standards and financial performance)

Data - driven accountability for school safety and positive school culture as a system priority across MCPS.

Not exact matches

Drive real - time collaboration and accountability across the company by personalizing data, insights, and workflows for every employee to action.

Accountability for decisions drives markets to solve problems and achieve efficiency.

In summary, there are four major reasons for the high amount of sexual violence and overall violence in TV produced in the U.S.: (1) monopoly control of program production and distribution by a handful of powerful companies (2) the drive for profits far in excess of those enjoyed by the vast majority of U.S. businesses (3) a lack of accountability on the part of sponsors and

Major reasons for lack of control of violence in TV are monopoly dominance by a few powerful companies, the drive for profits, the lack of accountability and a lack of the FCC to exercise oversight.

«When hiring, we look for several characteristics including integrity, accountability, commitment and drive,» he says.

Beset by corruption, backroom deals and voter scorn, New York received a score of 61, a D -, placing it in 31st place nationwide in the State Integrity Investigation, a data - driven assessment of state government accountability and transparency conducted by the Center for Public Integrity and Global Integrity.

Scientific leaders who oppose that provision view it as a mechanism for making ideology - driven decisions about what NSF should be funding, and Smith says it's simply an attempt to ensure accountability.

Accountability has been a central theme of education reform for almost two decades, driven by the unchallenged central finding of James Coleman's seminal 1966 study: Although some interventions are demonstrably more effective than others, there's no direct link between what goes into a school by way of resources and what comes out by way of student learning.

I refuse to pretend that it's caused no mischief in our schools — narrowing curriculum, encouraging large amounts of ill - conceived test prep, and making school a joyless grind for too many teachers and students alike — but neither can any fair - minded analyst deny that there have been real if modest gains in our present era of test - driven accountability, especially for low - income black and Hispanic children, particularly in the early grades.

While it is now widely recognised that social - emotional wellbeing is a protective factor for wellbeing and mental health, as well as a key to educational success, the current emphasis on academic achievement and data - driven accountability in schools tends to relegate social and emotional learning to one side.

Many have cited the series of accountability and choice reforms that Florida adopted between 1998 and 2006, under the leadership of Governor Jeb Bush, as the driving force behind the large and rapid improvement in student achievement (see «Advice for Education Reformers: Be Bold!»

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

In any case, state accountability plans have delayed any spike in NCLB - driven restructuring that might have generated demand for charters.

That distinction mimics DeVos's account on her web site, where she reiterates her support for high standards, accountability, and local control, noting, «When Governors such as John Engler, Mike Huckabee, and Mike Pence were driving the conversation on voluntary high standards driven by local voices, it all made sense.»

Mesma is an adaptable, versatile and cost effective web - based resource, which enables important areas of the self - assessment process, associated improvement planning activities and observations of teaching and learning to be allocated to authorised people within a education environment, driving greater accountability in the delivery of training provision for apprentices.

While greater accountability has been welcomed for its role in helping to drive up quality, it can make it harder to recruit Principals both for schools in special measures and those given an outstanding grade before Ofsted changed its criteria.

It's probably time for education reformers and policymakers to admit that just pushing harder on test - driven accountability as the primary tool for changing our creaky old public school system is apt to yield more backlash than accomplishment

The promise and potential of standards - and accountability - driven reform is that, by setting clear and rigorous expectations for what students should know and be able to do, teachers can better prepare students for the more advanced work that they will be asked to do in later grades, in college, and beyond.

But it stands to be a significant improvement over the system we have now, combining top - down accountability with the energizing, bottom - up forces of choice and competition to put a premium on performance and to drive out much of the complacency that has for so long been the norm in American education.

We expected to find that many of the lessons on managing for results would be spent teaching principals to leverage accountability systems to help improve instruction and drive student achievement.

Teach for America helped build today's no - excuses, high turnover, standards - and - accountability driven school reform movement.

«We must create accountability for the whole system that drives greater equity in every school, and an important first step is that every new teacher be profession - ready before ever stepping foot into a classroom and becoming the teacher of record for students,» he said.

While states, districts, and schools have long collected certain education data for accountability purposes and in an attempt to be more data - driven, there is growing interest in leveraging new digital learning tools, online services, educational «apps,» and other technologies in the classroom.

These elements provide the foundation for a single accountability and continuous improvement system based on the principles of California's locally - driven funding formula.

Among other things, he wrote, «It's probably time for education reformers and policymakers to admit that just pushing harder on test - driven accountability as the primary tool for changing our creaky old public - school system is apt to yield more backlash than accomplishment.»

If, rightly, we want to reject a zero - sum trade - off between our values, if what we need are a highly attractive long - term profession for successful teachers, accountability for student results, and a far more rigorous curriculum driving far higher learning outcomes for our students, are we willing to rethink the system from scratch and put everything on the table?

Still, NCLB did shine a spotlight on the public schools, and accountability looked for a while like it could drive the achievement of America's minority students forward.

Among the durable disagreements: H ow much to rely on the marketplace for quality control versus government - driven standards - and - accountability mechanisms.

Test - driven accountability has produced a negative atmosphere for school reform, without fulfilling its promise of general improvement.

My hope is that others will be emboldened by this article to look for better ways to improve the schools than the test - driven accountability approach we are using today.

With a clear focus on homework from OFSTED: «Teachers use well - judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils» needs accurately» we have to guard against schools driving homework to «death» whereby teachers feel they have to set homework for the sake of it to satisfy accountability measures and / or internal monitoring systems.

With potential changes coming with the pending reauthorization of the IDEA, there has been a shift toward a results - driven accountability system which requires states to compose comprehensive plans for improving student achievement for students with an IEP.

Vulnerability is essential for creating a space for change, yet in an era of high - stakes, data - driven accountability, it is deeply counter-cultural and more often punished than rewarded.

The controversial National Council on Teacher Quality (NCTQ)-- created by the conservative Thomas B. Fordham Institute and funded (in part) by the Bill & Melinda Gates Foundation as «part of a coalition for «a better orchestrated agenda» for accountability, choice, and using test scores to drive the evaluation of teachers» (see here; see also other instances of controversy here and here)-- recently issued yet another report about state's teacher evaluation systems titled: «Running in Place: How New Teacher Evaluations Fail to Live Up to Promises.»

Teacher unions and market - driven reformers have cheered these developments, but many civil rights groupsand accountability hawks worry about what a decreased federal role will mean for struggling students.

Teachers and administrators from across the country will gather for four days to re-imagine assessment and accountability, learn how to use performance assessments to drive deeper learning for all students, and develop materials and strategies they can implement in their schools and districts.

Accountability of schools and high expectations for better outcomes, better data to track the problem, and increased school performance and improvement have helped to drive change.

A significant policy lever that will drive this work is the Every Student Succeeds Act (ESSA), which requires multiple measures for accountability, including at least one «nonacademic» indicator generally understood to be an SEL measure, such as student engagement, educator engagement, and school climate and safety.

The tendency to casually focus on student achievement, especially given the testing system's heavy emphasis on reading and math, allows a large number of employees to either be excused from results - driven accountability or be held accountable for activities over which they have no control.

As we have previously shown, the different teacher recruitment and retention situations for different subjects may be driving part of this variation, as well as qualification and accountability policy changes.

Principals must use data, report and explain data to internal and external audiences, in support of data - driven decisions, which influence instruction and stimulate change.Assessment and Accountability Standardized testing is one element in the complete assessment of student progress, but no single test should serve as the sole criteria for a student's advancement in grade level, graduation or placement or serve as a punishment or reward for schools or those who staff them.

In this age of high accountability, data - driven decisions, differentiated instruction and having to meet the needs of all learners in classrooms, high - stress environments exist for both hard - working teachers and their students.

Given the critical role that accountability systems play in signaling priorities and driving resources, states must expand these metrics to emphasize readiness for both college and careers.»

It is accountability that drives the need for some kind of «attainment level» and progess measure.

Across the country, states are adopting a number of different strategies to improve outcomes for students: third grade reading requirements, literacy initiatives, new assessment and accountability systems, plus an increased focus on data - driven decision - making are changing how districts approach teaching and learning for all students.

The Legislature must make it possible for school districts to drive accountability into the classroom and every corner of district operations.»

And for state education leaders and policymakers, accountability highlights excellence, targets intervention needs, and drives improvement.