Sentences with phrase «effective teachers and principals»

ScholarCentric's middle and high school materials, technology, and services align well with i3 funding in the following categories: innovations that support effective teachers and principals, improve the use of data, complement the implementation of high standards and assessments, and turn around low - performing schools.

We all need to work together so that 10 years from now, America's children will have the sort of federal education law they so richly deserve — one that challenges them to achieve to high standards, and provides them with the highly effective teachers and principals who can prepare them for success in college and the workforce.

-- To boost the quality of teachers and principals, especially in high - poverty schools and hard - to - staff subjects, states and districts should be able to identify effective teachers and principals — and have strategies for rewarding and retaining more top - notch teachers and improving or replacing ones who aren't up to the job.

It rewards highly effective teachers and principals with additional compensation.

Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most.

The U.S. Department of Education has invited applications for the latest round of its Teacher Incentive Fund competition, which supports the development of performance - based compensation systems to place and keep effective teachers and principals in high - need schools.

We are calling on states and districts to develop and implement systems of teacher and principal evaluation and support, and to identify effective and highly effective teachers and principals on the basis of student growth and other factors.

The state will also develop reporting mechanisms to disseminate data on performance of LEAs and schools in developing more effective teachers and principals (reflected in the percentage of teachers and principals moving up in the rating categories).

Priority placed on creating different levels of compensation for effective teachers and principals.

Race to the Top encourages states to develop innovative ideas around several themes, including recruiting, evaluating and retaining effective teachers and principals.

3) Alignment of districts systems for recruiting, developing, supporting, and retaining effective teachers and principals — between districts.

Pay - for - performance compensation systems seek to improve educator quality and attract the most effective teachers and principals to high - needs schools.

Twenty - eight percent of the points in the RTTT rubric centered on effective teachers and principals; beyond that, other sections included requirements for identifying effective teacher preparation programs, effective instructional strategies, and effective schools, as identified by student - level data.

Both competitions will fund projects across five priority areas: supporting effective teachers and principals; promoting science, technology, engineering, and mathematics education; helping implement rigorous academic content standards and high - quality assessments; turning around low - performing schools; and improving graduation rates in rural schools.

Race to the Top funding will be used across the four required areas — adopting standards and assessments to prepare students to succeed in college and the workplace, using data systems that measure student performance and assist educators in using data to make instructional decisions, ensuring effective teachers and principals, and turning around the lowest performing schools.

Efforts to improve educator quality and to attract the most effective teachers and principals to high - need schools have caused policymakers at the federal, state, and local levels to promote pay - for - performance plans.

«Effective teachers and principals are so central to boosting student achievement and producing better outcomes for children,» Duncan said.

High schools are seeking to build systems that ensure success for every student; this is being further emphasized by the Obama administration, which has identified the following four Race to the Top priority areas in the Race to the Top Executive Summary (2009): «adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy; building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction; cultivating effective teachers and principals, especially where they are needed most; and turning around struggling schools» (p. 1).

Each of the applications will be subject to peer review in the context of five priority areas: supporting effective teachers and principals; promoting science, technology, engineering and mathematics education; supporting the implementation of high academic content standards and high - quality assessments; turning around low - performing schools; and improving graduation rates in rural schools.

The program has funded 131 projects to improve pay structures, reward effective teachers and principals and provide greater professional opportunities to educators in high poverty schools.

Create accountable management systems that use evaluation data to provide evidence that schools have effective teachers and principals.

(i) Ensure the equitable distribution of teachers and principals by developing a plan, informed by reviews of prior actions and data, to ensure that students in high - poverty and / or high - minority schools (both as defined in this notice) have equitable access to highly effective teachers and principals (both as defined in

Developing much more effective teachers and principals must be a priority.

Initially funded at $ 650 million, i3 allowed school districts, charter schools, and non-profit organizations working in partnership with one of those entities to apply for grants to support innovative programs aligned with one of four broadly defined federal priorities (e.g., supporting effective teachers and principals or improving the use of data).

Some perceived harms might be unavoidable, including closing schools, terminating the least effective teachers and principals, or reducing central office employment and contracting.

That's why we need an education agenda that strategically recruits, retains, and rewards the most effective teachers and principals; that builds incredibly high standards; that develops rigorous and useful assessments to measure progress against those standards; that builds data systems that allow teachers, principals, students, and parents to quickly and conveniently access those data for everyday use; and that focuses on dramatic intervention within our country's lowest - performing schools.

The new version of the law, he said, will need to ensure effective teachers and principals for underperforming schools, expand learning time, and devise an accountability system that measures individual student progress and uses data to inform instruction and teacher evaluation.

The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that measure student growth and success, retaining effective teachers and principals, and turning around their lowest performing schools.

CEC supports the implementation of reliable and effective teacher and principal evaluation, including Joint Committee support, Inter-Rater Reliability calibration, and feedback training.

Her expertise includes assessment design, coaching, Danielson's Framework for Teaching, the development of highly effective teams, the successful design and implementation of effective teacher and principal evaluation plans, including the implementation of the Performance Evaluation Reform Act (PERA).

Not exact matches

There will be two required observations, from a teacher's principal or administrator and an «independent» evaluator, who could be a principal, administrator or «highly effective» teacher from another school or district.

«When principals and teachers share effective strategies, it's the students who benefit,» said Fariña.

Nearly every school district in the state, with the notable exception of New York City, began evaluating teachers and principals last year on a scale of «ineffective» to «highly effective.»

Under the new rules, teachers and principals will be rated as «highly effective,» «effective,» «developing,» or «ineffective.»

Preliminary data released in October 2013 showed that the vast majority of teachers and principals (94 % and 92 %, respectively) were deemed «Effective» or «Highly Effective» despite student proficiency rates around 30 % in math and ELA.

Besides ensuring that all students have compassionate, effective teachers creating classroom conditions and opportunities for these things to occur, a school principal's primary responsibility is to allocate the scarce resources of time, space, and funding to maximize children's positive and productive experiences of school.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

Almost every district has a few effective schools, where principals and teachers have forged rich educational experiences for children.

In previous research using the 2003 principal survey data (see «When Principals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academicPrincipals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic pTeachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academicprincipals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic pteachers in their schools, as measured by their students» academic progress.

As it compiles information on «effective» leader and teacher practices from its third cohort of low - income schools across the nation, the New York City - based New Leaders for New Schools principal - training program is pushing to make the resulting resources more user - friendly.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

A team of teachers, principals, and researchers wrote this book based on their efforts to help schools in Pontiac, Mich., become more effective...

Although better principals may also attract and hire more - effective teachers, the absence of reliable quality measures for new teachers and the fact that many principals have little control over new hires lead us to focus specifically on turnover.

We need to address the shortage of teachers and principals, respond to increases in student enrollment, to build safe and modern schools, make effective educational technology accessible to all students, and prepare young people to compete internationally.

With detailed information on teacher effectiveness and transitions, we could investigate whether better principals are more likely to dismiss the least - effective teachers and reduce the likelihood that the more - effective teachers depart voluntarily.

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher steachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher sTeachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher steachers from the city by offering higher salaries.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

We expect highly rated principals to be more successful both at retaining effective teachers and at moving out less - effective ones.