Sentences with phrase «effectiveness of teachers if»

«We must improve the supply and effectiveness of teachers if we are to raise standards, turn around low - performing schools, increase innovation, and remain internationally competitive,»

Not exact matches

Test score improvement, if assessed over a few years, can identify those at the very top and bottom of the teacher effectiveness scale.

Teachers use all kinds of external rewards for kids... if they use them too frequently they lose effectiveness.

If they combine the smart use of those tools with equally smart investments in teacher and leader effectiveness, the goal of having every student succeed will start to seem less like the horizon line we can't reach and more like the finish line we can.

In a new study, researchers find that seniority - based layoff policies — the norm in public schools — lead to higher numbers of teacher layoffs than would be necessary if administrators were allowed to make effectiveness the determining factor in issuing layoff notices, rather than length of service.

The authors next look at what would happen if the existing seniority - driven system of layoffs were replaced by an effectiveness - based layoff policy, in which teachers are ranked according to their value - added scores and districts lay off their least effective teachers.

But if the scores are flawed, biased, or incomplete measures of learning or teacher effectiveness, the models won't pick that up.

If ultimately the effectiveness of your sessions come down to the teacher, then what is good teaching?

If it does not, we will end up drawing false conclusions about the relative effectiveness of these students» teachers and schools.

Teachers would thus enroll in advanced degree programs of their own accord if those programs were known to improve effectiveness.

But if Strauss is inclined to introduce professors fulsomely, she might let her readers know that I am the Henry Lee Shattuck Professor of Government and Director of the Program on Education Policy and Governance at Harvard University, who has spent years researching school governance, school choice, school accountability, and teacher effectiveness rather than referring to me as «Harvard's Paul E. Petersen.»

Importantly, the court was moved by the fact that the statute forced districts to part ways with some new teachers if they had any doubt of the teachers» effectiveness; districts don't want to take any chances because later removal of a tenured teacher is so difficult.

«Extensive research shows that... valid and reliable measures of teacher effectiveness,» have yet to be generated, she says, blithely putting on ignore important work by Thomas Kane, Eric Hanushek, and Raj Chetty and his colleagues, which shows that students learn in any given year somewhere between 10 and 20 percent of a standard deviation more if they have an especially effective teacher rather than a very ineffective one.

If micro-credentials end up just modularizing and digitizing current approaches to PD — or, worse yet, focus on practices unlikely to boost student outcomes — then they will miss the ultimate mark of improving teacher effectiveness and student outcomes.

If teachers find it easier to teach a homogeneous group of students, tracking could enhance school effectiveness and raise test scores of both low - and high - ability students.

If our major policy focus is to improve student achievement by improving teacher effectiveness — accounting for 30 per cent of the variance in student achievement — we must attract higher - quality applicants to the teaching profession, improve our teacher education institutions and courses, esteem and grow those teachers who demonstrate expert potential, and mandate teacher development programs for less effective teachers.

Meanwhile, teachers can improve the effectiveness of their instruction, re-teaching if necessary.

While the richness of the TIMSS data enables us to control for an unusually large set of teacher characteristics, our results could still be biased if teachers with different effectiveness levels are more likely to choose different teaching styles.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

If the teacher's high value - added in school A reflects her teaching ability, then the performance of students in grade 4 in school B should go up by the difference in the effectiveness between her and the teacher she is replacing.

If we are able to assess an educator's effectiveness accurately, we can improve the array of policies and practices that influence our teachers and school leaders.

IF the IDOE collaborates with key stakeholders, including LEAs, institutions of higher education, and educator associations, to refine existing human capital management systems that leverage evaluation and support systems to recruit, prepare, develop, support, advance, reward, and retain great teachers and leaders, THEN increased educator capacity and effectiveness will ensure equitable access to excellent educators and lead to improved student outcomes.50

If decisions about teacher performance are delegated to local leaders, will those leaders have the same ability to make the kinds of human capital decisions that state - based teacher effectiveness systems have provided?

If we do not fully account for how student are assigned to classes, we distort the picture of teacher effectiveness.

For a student enrolling in an extracurricular course as defined in s. 1003.01 (15), a parent may choose to have the student taught by a teacher who received a performance evaluation of «needs improvement» or «unsatisfactory» in the preceding school year if the student and the student's parent receive an explanation of the impact of teacher effectiveness on student learning and the principal receives written consent from the parent.

If VAM estimates of teacher effectiveness are valid, there should be research - based evidence (and some commonsense) that proves that all similar indicators collected at or around the same time are together pointing towards the same proverbial truth.

If we think about improvement as measuring the difference between a teacher's effectiveness at the beginning of a period and her effectiveness at the end, the change over time will be subject to errors in both the starting and the ending value.

That second finding, in particular, will have a positive impact if it prompts school districts to clearly define what teacher effectiveness looks like and to measure professional development programs in terms of how they help teachers get closer to that goal.

Their findings described VAM as an imprecise and unstable measure of teacher effectiveness, particularly if the student assessment data are not of high quality or do not cover a sufficient number of years from which to predict student achievement with any degree of accuracy.

If you said «yes» to Question # 4 above, you must submit documents attached to this application from your last two school years that provide evidence of your effectiveness as a teacher in your current school district (performance evaluations and student academic growth data).

For example, what good is legislation SB - 191, which focused so many efforts on understanding and improving the effectiveness of teachers, if teachers don't see excellent teaching rewarded financially?

Even if the administrator has a good understanding that the evaluation is just a moment in time, and that the whole picture of teaching and learning is not being seen, a few visits to at teacher's classroom hardly warrants a comprehensive evaluation of the teachers effectiveness.

The 2009 seminal report, «The Widget Effect,» exposed the reigning indifference to instructional effectiveness in our schools and in our policies — an indifference that ignores variations in the effectiveness of our teachers, treating them as if they were all the same, and that does little to address the problem.

``... if pay were more aligned with both effectiveness and experience, it would be quite possible to see overall salaries of teachers raised significantly from current levels — reflecting their enormous impact on students, on the incomes of students and on economic growth.»

The settlement implements an intervention program for targeted schools that includes teacher effectiveness provisions, a collaborative effort to fill teacher vacancies as quickly as possible (including those that occur mid-year), retention incentives — including financial bonuses — for teachers who remain at a targeted school beyond a certain number of years, plus further incentives if that school experiences growth as measured by the school's value - added score.

If an instrument can be developed which can accurately, with all variables controlled, measure the effectiveness of teachers, we would support it.

If tenure reform and using student outcomes as one measure of teacher effectiveness were as rare as bee - gobbling in 2007, they are ideas many teachers unions are currently engaged in refining.

«We are seeing how recruiting and training outstanding principals can be an essential, if not sufficient part of the strategy to drive both teacher effectiveness and better student achievement.»

In 1992, an economist called Eric Hanushek reached a remarkable conclusion by analysing decades of data on teacher effectiveness: a student in the class of a very ineffective teacher — one ranked in the bottom 5 % — will learn, on average, half a year's worth of material in one school year, whereas if she was in the class of a very effective teacher — in the top 5 % — she would learn a year and a half's worth of material.

If teacher effectiveness depends on context, this is another source of error that calls for further study.

In addition, and as directly related to VAMs, in this study researchers also found that each rating from each of the four domains, as well as the average of all ratings, «correlated positively with student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. i).

Even if we conclude that value - added measures are not confounded, we will never know the true effectiveness of a teacher working in all different classroom situations.

[11] If carefully developed and thoroughly evaluated, such long - term measures could help give schools and districts a richer picture of teacher effectiveness.

On this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis added].

This approach starts with the idea of the average learning gain for the classroom, but it compares this average gain to the gain those students would be expected to achieve if they had been assigned to a teacher of average effectiveness.

If value - added scores from different tests lead to different conclusions about a teacher, then we may worry that value - added from any single test provides an incomplete picture of a teacher's effectiveness, and that using it to make decisions about teachers may be inefficient or, for some teachers, unfair.

«If a school district has a list of teachers and their effectiveness ratings, it would be a public record.

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

Given the almost total absence of research evidence supporting the effectiveness of professional development for teachers as it has been conceptualized in the U.S.A. (in effect, supporting the proposed cut in the proposed federal budget), one is left wondering if the major purpose of the US News article was to criticize the current presidential administration for proposing to eliminate it, as suggested by the sub-title.

There is a strong belief that there are basic academic skills that should be demonstrated by all students and that teacher effectiveness and student achievement can be better assessed if there is a set of standards to guide all educators.