With increasing interest in student -
driven classroom evaluation, more schools consider student evaluations of teachers viable.
Not exact matches
That recognition has
driven a tidal wave of controversial policy reforms over the past decade, rooted in new
evaluation systems that link teachers» ratings and, in some cases, their pay and advancement to evidence of
classroom practice and student learning.
The
evaluation of educator effectiveness based on student test scores and
classroom observation, for example, has the potential to
drive instructional improvement and promises to reveal important aspects of
classroom performance and success.
Changes to teacher
evaluation methods have been
driven in part by claims that traditional teacher
evaluations and
classroom observations were deeply flawed, failing to identify ineffective teachers.
States are under pressure to make sure teachers are being regularly evaluated, and «the teacher
evaluation system requires principals to be in and out of the
classroom and to
drive instructional practices to be better.»
Using assessments,
classroom performance and other designated
evaluation and diagnostic tools to assess the progress of students, and
drive instruction and intervention
Dr. Good is also quick to acknowledge that, despite the reiterated notion that teachers matter and thus should possess (and continue to be trained in) effective teaching qualities (e.g., be well versed in their content knowledge, have strong
classroom management skills, hold appropriate expectations, etc.), «fad -
driven» education reform policies (e.g., teacher
evaluation polices that are based in large part on student achievement growth or teachers» «value - added») have gone too far and have actually overvalued the effects of teachers.
We must first address the root causes of the shortage — poor working conditions, inadequate compensation structures, a lack of administrative and community support for teachers and schools, and invalid and unreliable teacher
evaluation systems that are
driving the most talented and experienced teachers out of the
classroom.
We are a full service
driving school, offering a wide variety of programs ranging from beginner driver training and
classroom education to comprehensive
evaluations and driver assessment.
Examples of teaching keywords include
classroom management, curriculum design and implementation, educational program
evaluation, IEPs, and assessments, cooperative learning, growth mindset, personalized learning, reflective teaching, research - based practices, instructional strategies, collaborative environments, teacher - based teams, data -
driven analysis, blended learning, coding, digital literacy, embedding technology, and flipped
classroom.