If we really want to improve teaching, we should look to develop such models of
effective evaluation rather than pursuing problematic schemes that mis - measure teachers, create disincentives for teaching high - need students, offer no useful feedback on how to improve teaching practice and risk driving some of the best educators out of the profession.
Not exact matches
An independent
evaluation of a three - year pilot of the
effective - schools concept throughout the state found that the greatest improvements occurred among students in the primary, elementary, and middle schools,
rather than in the high schools, participating in the project.
Effective principals know this and focus their instructional leadership on teacher growth
rather than
evaluation system compliance.
The organization takes a holistic approach to selection,
rather than «using a blunt instrument like cut scores on Praxis or content exams, which can dramatically impact diversity in a negative way,» says Anne Mahle, who currently serves as senior vice president for public partnerships but led recruitment for many years.149 Although the average GPA of corps members is 3.42, TFA maintains a relatively low cutoff requirement of 2.5 and instead places greater emphasis on candidate
evaluations designed to measure characteristics that TFA's research has shown its most
effective teachers share.
Three widespread practices in particular are in need of major revision: teacher
evaluation and tenure systems that do not distinguish
effective teachers from ineffective ones; forced placement, where teachers are assigned to schools based on seniority
rather than the match of teacher skills to school preferences and needs; and LIFO (last in first out), by which teacher lay - offs are based entirely on seniority
rather than teacher effectiveness.
Rather than use the event to congratulate each other on the destruction of our public schools, Connecticut's elected officials should be explaining to Duncan that the Common Core and Common Core Testing scheme is a fiasco that needs to be repealed and that Connecticut must be allowed to develop its own
effective teacher
evaluation system that doesn't rely on the use of unfair, inappropriate and faulty standardized test scores.
Shavar Jeffries, the mouthpiece for a corporate funded, New York based, charter school advocacy group that calls itself «Democrats for Education Reform (DFER)» uses the space to urge Connecticut legislators to DEFEAT a bill that, if passed, would require Governor Dannel Malloy and his administration to develop an honest and
effective teacher
evaluation system
rather than continue with Malloy's present program that is dependent on the results of the unfair, inappropriate and discriminatory Common Core Smarter Balanced Assessment Consortium (SBAC) testing scheme.
These findings support a conclusion drawn on the basis of an earlier
evaluation of the Early Start service, ie, this program seems to work by promoting «new learning» in areas related to child health, education, and parenting,
rather than by changing longstanding family difficulties.12 What these findings may suggest is that home visitation programs are most
effective when they focus on providing parents with new skills, insights, and approaches to the complex task of parenthood and are least
effective when they attempt to change longstanding family problems and difficulties.