Sentences with phrase «educator accountability systems»

His work interests include assessment and accountability technical and policy issues, assessment and accountability design and implementation, measures of student growth, standard setting, educator accountability systems, and impact evaluation of policy and programs.

Recent efforts by states to make their educator accountability systems more rigorous represent a «seismic shift rarely seen in education,» according to the National...

Not exact matches

«In addition, we posted an online survey to which 2,400 parents, educators, community members and other stakeholders responded to share feedback on school quality indicators, teacher preparation, school improvement, and accountability system design.»

But for proponents of accountability, it's just as easy to hold up these educators as an example of why strong objective systems are needed to oversee and measure educators» performance.

In the debate over the future of the No Child Left Behind Act, policymakers, educators, and researchers seem to agree on one thing: The federal law's accountability system should be rewritten so it rewards or sanctions schools on the basis of students» academic growth.

Given all these gains, can anyone be seriously unhappy, considering how many states have made their accountability systems fairer to more kids, fairer to high poverty schools, and clearer to parents, taxpayers and educators?

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

Other countries may be able to impose meaningful systems of test - based accountability, but the decentralized nature of American education and politics gives far more power to organized groups of upper - middle - class families and educators than to the technocratic elite.

Many educators do not believe that they have the capacity to influence student learning in the ways that external accountability systems suggest they should.

The central argument is that «accountability systems work - when they work - by calling forth energy, motivation, commitment, knowledge, and skill» from educators.

Professor Richard Murnane, the student - selected faculty speaker, reflected on five decades of education and the five challenges currently facing all educators around the world: make equality a reality for all children; use money so it affects students» daily experience; create schools that prepare children for the future; make school choice work for the most disadvantaged; and create school accountability systems that improve education for all our children.

Many educators were proud of this, but it had some of the same problems as the first year, primarily an inability to be «transparent» to the standardized test — based accountability system in use by the school district.

In a similar vein, Jennifer Vranek and her colleagues at Education First write, «Past accountability systems were the darlings of policy makers, think tanks, foundations, editorial boards, and advocates; they rarely had the support of educators, school communities, and the public writ large.

After all, talented educators regularly share their frustrations with this accountability system or that approach to teacher evaluation.

The states that made the most progress after allowing for other factors — Maryland, Massachusetts, New Jersey, Kentucky, and Georgia, to name the top five — have taken steps, in various ways, to raise academic standards and back them up with rigorous assessments, implement tough but thoughtful accountability systems, and strengthen human capital practices to attract, develop, and retain educators who can deliver on high standards.

We have set high standards and created a school accountability system that holds schools responsible for outcomes and gives schools, parents, and educators the information they need to address students» strengths and weaknesses.

That's mainly because — my interpretation, anyway — the Golden State never really put those solid standards into operation in its schools, nor did it make them part of a full - on accountability system for schools, kids, or educators.

While Bill Padia, director of the policy and evaluation division at the California Department of Education, thinks California's state accountability plan is «relatively close» to full NCLB compliance, he too reports that California educators are skeptical of a system where «you just raise the bar every year and the bar will be up at 100 percent in 12 years.»

In addition to four academic indicators, the Every Student Succeeds Act (ESSA) requires state accountability systems to include one other indicator, such as student engagement, educator engagement, access to and completion of advanced coursework, postsecondary readiness, or school climate and safety.

Incentives and Test - Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountabAccountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountabilityaccountability systems.

AB 2548 would have helped guarantee that our state's new system of accountability will provide parents, educators and community groups with the information they need to help increase equity and close achievement gaps that deprive the state's most vulnerable students of a level playing field.

California has launched a new accountability system to provide educators, parents, and the public with important information they can use to evaluate their schools and school districts in an easy - to - understand report card format.

The use of these kinds of new indicators of school success has tremendous potential to advance equity, but that will require the vigilance of parents, of educators, and of the civil rights community as each state creates their system of accountability.

The latter might include investing in the system's people, building accountability systems, rigorously allocating how educators spend their time and how schools spend their financial resources, updating organizational structures — and figuring out how to explain all these changes to the public.

California's new Accountability and Continuous Improvement System helps educators and the public to see how districts and schools are performing on test scores, graduation rates, and other measures of student success.

Osborne explains that chartering blends parental choice, school - level autonomy, and meaningful accountability in a way that produces school diversity, empowers educators and families, fosters entrepreneurialism, and maintains the system's focus on student performance.

They demand public accountability for education systems across the nation, and many, many public - school systems and educators in the United States simply reject the concept out of hand.

Educational accountability systems serve many purposes, one of which is to signal to educators what is important in a way that will lead to desired changes in instructional practice.

Strengthening and improving accountability systems have proven effective in achieving the results our students, parents, educators, and taxpayers deserve.

The legal action taken by these seven Florida educators will undoubtedly add to the growing momentum against misguided accountability systems that rob students of actual learning and tangle up teachers» performance evaluations with unreliable test scores.

That is not only inaccurate and unfair, but it will also demoralize educators and / or hurt the credibility of school accountability systems.

Leaders in the House and Senate education committees are holding oversight hearings with the U.S. Department of Education (USED), state and local leaders, and other stakeholders to discuss how states and districts will tackle adjustments to state accountability systems, educator support initiatives, and implementation of other programs now offered through the largest federal education law.

«What if we had an accountability system,» Worthen said, «that made sure that the moment a student showed early warning signs of struggle that educators had the knowledge that that was happening and had the tools and resources to fill in gaps and keep that student on track?»

Legislators refused to consider the request of school boards, superintendents and advocates that professional educators be allowed the time to write a new accountability system free of sanctions and fear.

Accountability systems therefore must promote the informed involvement of key actors in the education system: parents, students, educators, and members of the local community first of all.

Since joining the Center in July 2012, she has worked with several states to articulate coherent, defensible theories of action aligned to state goals and policy initiatives, and has developed user - friendly resources that support the evaluation and refinement of educator evaluation and school accountability systems.

Educators and policymakers are increasingly realizing that a more nuanced approach to accountability is necessary if education systems are to prepare students with the knowledge and skills they need to be successful in college, careers, and life.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

Providing teachers with tools for ensuring task validity along with expert task reviews and engaging educators in cross-district sessions on scoring student work are two ways of addressing technical quality within a more student - centered accountability system.

One theme that educators and policymakers kept returning to in interviews this year for The «A» Word is that school accountability systems have grown too complex,» writes Anne Wicks of the George W. Bush Institute.

ASCD says that it is «crucial for educators to be involved» because these decisions impact «accountability systems, professional development and evaluation requirements, and well - rounded...

The State Superintendent remains committed to working towards a common sense accountability system that provides quality information to students, parents, educators, and the public while maximizing instructional time for teachers and students in the classroom.»

Part of the political problem around accountability is that it sometimes feels to educators and the community that the message from the state or from the federal government is, «We're going to use this accountability system to tell you you're bad or that your school is inadequate, and tell you that you're a D or an F.» And somehow knowing that is going to be so motivating that outcomes are going to change.

Educators must promote the creation of education policy that supports best practice, as well as a modern accountability system that uses a variety of methods when making judgments about student achievement and learning.

It's crucial for educators to be involved in these implementation decisions, particularly around new accountability systems, professional development and evaluation requirements, and well - rounded education provisions.

The current version of the law, the No Child Left Behind Act, created a federal system of testing and accountability, and many educators and policy makers contended that that law was too constraining and created some harmful side - effects.

We are also asking educators to go back to their communities with the school success indicators developed by the NEA Great Public Schools project, and have discussions about what kinds of changes we all want to see in our schools, and how we can express our values through the school accountability system under ESSA.

In 1999, David Driscoll was named Massachusetts Commissioner of Education, where he has overseen the implementation of the MCAS high school exit exam, the school and district accountability system, the educator certification test, and significant reforms to special education.

«The Race to the Top funds have allowed us to build capacity in some key areas, such as the launch of new educator evaluation systems and continually improving charter accountability,» said Justin Barra, the department's Chief Policy and External Affairs Officer.

CORE, she says, has added SEL indicators as part of its accountability system «with a good buy - in from educators across different roles and communities» after comprehensive conversations with stakeholders about what constitutes SEL skills and competencies — and why they matter.