Sentences with phrase «focus on student achievement rather»

This is how she was able to keep her focus on student achievement rather than on the daily crises that often consume principals.

Because the central idea is to use labor relations to focus on student achievement rather than on adult privileges, the core of the quality diamond is a system of standards and indicators.

The Governor is insisting that we focus on student achievement rather than funding the education bureaucracy as a measure of success.

Not exact matches

But some perennial topics have acquired a different focus; for example, the question about the internet has shifted from ensuring access to cybersecurity and privacy, and the question dealing with education now focuses on attracting more women and minorities into the scientific workforce rather than on boosting overall student achievement.

At the same time, the cost - effectiveness of the board's approach, its focus on what teachers should know and be able to do rather than on the student outcomes or achievement associated with teaching, and its methods of assessing teacher quality, are features that have attracted strong criticism — issues we will return to later in this article.

• The structure of «Adequate Yearly Progress» encouraged schools to focus on students just below the proficiency bar, rather than students at the middle or top of the achievement spectrum, too.

Today, NISL trains school leaders to become turnaround artists focused on improving student achievement or to take «good» schools to «great,» rather than as mere building managers responsible for delivering a curriculum.

Their studies reveal kids (students) are more focused on success and achievement rather than kindness towards others.

Stark explains at the outset that her primary concern in this sheltered English classroom is not to teach English as an isolated activity, but rather to focus on students» academic achievement.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

While I question their focus on personal characteristics rather than variables more likely to influence student learning and achievement, I do hope that their report reinvigorates interest in, and closer attention to, district - level responsibilities and practices that do, indeed, positively influence student achievement.

For example, in order to address concerns about the fairness of using student test scores to evaluate teachers, Hillsborough County Public Schools, in Tampa, Florida, decided early on to focus on the growth in test scores between two points in time rather than a static achievement measure captured only once a year.

The current system, with its heavy focus on student achievement scores, results in predictable patterns linked to poverty rather than the contributions of schools.

Rather than focusing on management skills, knowledge or values, the assessment homes in on leadership behaviors that research has shown lead to higher student achievement.