Moreover, the two premises represent a tautology — student test score growth is the most important measure, and we have to choose other teacher
evaluation measures based on their correlation with student test score growth because student test score growth is the most important measure... This point, by the way, has already been made about the Gates study, as well as about seniority - based layoffs and about test - based policies in general.
Not exact matches
The
measures will be
based on
evaluation of the potential losses triggered by the U.S. trade actions, the ministry said in a statement on its website Friday.
Infant health was
measured by: whether an infant stayed in an intensive care unit for more than 3 days or whether an infant had special needs or medical problems
based on a pediatrician
evaluation [28].
Republicans in the state Senate have introduced a «same as» bill that would decouple state -
based standardized examinations from teacher and principle
evaluations — suggesting the
measure strongly backed by the state's teachers union stands a strong chance of advancing in Albany.
Lawmakers last year agreed to linking Common Core -
based testing to the results of teacher performance
evaluations, a
measure that was sought by Gov. Andrew Cuomo and linked to a boost in school aid.
Cuomo wants to change the way teacher
evaluations are
measured, he'd like to see at least half of a teacher's grade be
based on standardized tests associated with the Common Core curriculum.
Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher
evaluations based on multiple
measures, including both student progress on achievement tests and the reviews of principals.
The Governor's framework outlined a reasonable and rigorous
evaluation system
based on multiple
measures of performance and fulfilled the commitment made by New York in its application for Race to the Top grant funding.
The Yonkers Democrat vowed to back an increase in education spending and touted her conference's opposition to education policy
measures that sought to link teacher
evaluations to Common Core -
based test results.
They implemented a rigorous teacher
evaluation system,
based on multiple
measures of performance.
Teachers welcome
evaluation, he said, «but those
evaluations should be fair and meaningful and help them improve, not a «gotcha» system that's
based on unreliable, invalid and inaccurate
measures.»
Evaluations will be
based 40 percent on objective
measures like test scores and 60 percent on subjective
measures like classroom observation.
Under the proposal, teacher
evaluations would be
based on both objective
measures, like student performance on state tests, and subjective
measures like «rigorous» classroom observation.
Whatever the parties negotiate or King decides, the
evaluation system will be
based 20 percent on standardized test scores when applicable, 20 percent on other evidence of student learning and 60 percent on classroom observation and other
measures of teacher effectiveness, in keeping with the 2010 state law on teacher
evaluation.
The new
evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher
evaluations based on multiple
measures of performance including student achievement and rigorous classroom observations.
BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «
Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual»,
based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An
Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological
Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»
BOX 23, A-15-4; 30219212 / 734979 SAPA Requests for Translations of SAPA materials, 1966 - 1968 Prerequisites for SAPA The Psychological
Basis of SAPA, 1965 Requests for SAPA to be Used in Canada, 1966 - 1968 Requests for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA for NSTA and Other Meetings, 1968 Suggestions for Revisions of Part 4, 1967 - 1968 Suggestions for Revisions of the Commentary, 1967 - 1968 Summer Institutes for SAPA, Locations, 1968 Summer Institutes for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About
Evaluations, 1968 Tryout Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer Teachers for Parts F & G, 1967 - 1968 List of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969 Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders)
Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets for Competency
Measures, 1966
They
measured levels of desire through a journal -
based evaluation in which subjects recorded their levels of sexual drive on a daily
basis.
Based on these results, we believe that
evaluation of obesity in patients with leukemia should include direct
measures of body composition.»
All sellers had reputation scores
based on these
evaluations, which the researchers used to
measure trustworthiness.
Scientists are involved in the
evaluation of global - scale climate models, regional studies of the coupled atmosphere / ocean / ice systems, regional severe weather detection and prediction,
measuring the local and global impact of the aerosols and pollutants, detecting lightning from space and the general development of remotely - sensed data
bases.
It would seem that the ongoing discussions about «teacher effectiveness» and the creation of
evaluation systems focused on
measuring a teacher's capacity (increasingly
based on test scores) often do very little to actually develop that capacity.
Given what we have learned, one wonders whether there would have been more consensus by now on the appropriate use of test -
based measures in teacher
evaluation if the debate had not started out so polarized.
Measuring the success of a classroom session shouldn't be
based solely on the end of session
evaluation form.
A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall
evaluation score, while the final 5 percent was
based on a
measure of the value - added to student achievement for the school as a whole.
After extensive research on teacher
evaluation procedures, the
Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
Measures of Effective Teaching Project mentions three different
measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student
evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which
measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipl
measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning
based on standardized test scores over multiple years.
The same stance characterized the Gates Foundation's
Measures of Effective Teaching report last winter, with its effort to gauge the utility of various teacher evaluation strategies (student feedback, observation, etc.) based upon how closely they approximated value - added m
Measures of Effective Teaching report last winter, with its effort to gauge the utility of various teacher
evaluation strategies (student feedback, observation, etc.)
based upon how closely they approximated value - added
measuresmeasures.
In Table 1 of the technical report (on which Jay
bases his critique), the MET team uses
evaluation measures from 2009 - 10 to test their ability to «post-dict» teachers» effectiveness the previous year.
This component makes up 50 and 75 percent of the overall
evaluation scores in the districts we studied, and much less is known about observation -
based measures of teacher performance than about value - added
measures based on test scores.
Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected
measures of student achievement» and that 60 % of
evaluation is
based on «other
measures.»
When they insist that ideas like school choice, performance pay, and teacher
evaluations based on value - added
measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.
And student growth would have been introduced thoughtfully into teacher
evaluation systems
based on new
measures aligned to the new standards.
Our objective is to
measure the impact of practice -
based performance
evaluation on teacher effectiveness.
School leaders will be able to make retention decisions
based on valid
measures such as student - achievement growth and classroom observations and student
evaluations.
This (and Race to the Top) prompted state legislators to craft an even stricter law that required fully half of a teacher's
evaluation to be
based on students» test performance; the union put up a fight and Governor Charlie Crist vetoed the
measure.
While this approach contrasts starkly with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed
evaluation systems in which rigorous classroom observation is often combined with other
measures, such as teacher value - added
based on student test scores.
In addition, our analysis does not compare value added with other
measures of teacher quality, like
evaluations based on classroom observation, which might be even better predictors of teachers» long - term impacts than VA scores.
The Obama administration has thrown its weight squarely behind the advocates, launching a series of programs that encourage states to develop
evaluation systems
based substantially on VA
measures.
Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City -
Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010
Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent
Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.
·
Base teacher
evaluations on multiple
measures of performance including «value - added» data on student academic progress.
We will not here get into the many technical problems with
measures of achievement growth — they can be significant — and we surely don't suggest that school ratings and
evaluations should be
based entirely on test scores, no matter how those are sliced and diced.
Implement a comprehensive
evaluation system for teachers and principals
based on multiple
measures of effectiveness, including student achievement
As full implementation of both the teacher and principal
evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum
based on the Common Core Standards; valid and reliable assessment tools to
measure growth in every subject area (tested and nontested); and time to work in professional teams to set growth targets, analyze data, and provide the appropriate instructional interventions for every student.
One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal
evaluation and support systems that take into account information on student learning growth
based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other
measures of professional practice such as classroom observations.
«A comprehensive
evaluation system
based on multiple
measures, including student achievement, is essential for education reform to move forward,» Duncan said in a statement.
«It is deeply disappointing that during a week when we are supposed to be celebrating teachers, the district court determined that it could not halt the unreasonable
evaluation of most teachers in Florida
based on a
measure of student performance that has nothing to do with the actual instruction the teachers provide,» Van Roekel said.
These performance -
based evaluations are often very subjective and only take small
measures of a teacher's performance into consideration.
CEC helped RPS revise its teacher
evaluation process and learn to use student growth
measures before implementing PAR; conduct and analyze a detailed system assessment before beginning strategic planning; and develop a data -
based decision - making culture at the school level before the implementation of SMART Goals as a school improvement process.
Under the Annual Professional Performance Review system, each teacher receives a summary
evaluation based on state - approved and local
measures of student performance (including the teacher's VAM score), classroom observations, and other
measures.
Since 2009, 46 states have reformed their teacher
evaluation systems, incorporating such elements as student performance
measures, standards -
based classroom observations, and even parent and student feedback (Steinberg & Donaldson, 2015).