Sentences with phrase «for educator accountability»

Not exact matches

Of interest today, these compromises included questions of assessment and accountability, an ongoing challenge for all Waldorf educators and a particular question for those in the sphere of public education.

Whenever someone suggests accountability for the educators, the furor that follows combines OTL concerns (what if the teachers didn't have enough professional development?

But for proponents of accountability, it's just as easy to hold up these educators as an example of why strong objective systems are needed to oversee and measure educators» performance.

Whilst quality and accountability is essential to teacher and principal development, and the notion of professional standards is supported in principle, it is of concern to many educators that the complexity of professional growth, development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship, teacher education and the preparation of teachers and educational leaders for contemporary times and a challenging future.

Increased accountability demands on educators have led to more districts and teachers turning to outside resources for help.

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability systFor example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability systfor reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

Accountability proponent Margaret Spellings, U.S. secretary of education from 2005 to 2009 and now president of the George W. Bush Presidential Center, defends the testing regime as a critical source of information, for educators as well as the public, and argues for holding the line.

Educators, policymakers, and even scholars have overlooked the significance of several scholarly reports that, when taken together, make a strong case for accountability.

Pushed by No Child Left Behind's (NCLB) accountability measures and the college - for - all movement, educators nationwide have raised expectations for children from immigrant families.

Professor Richard Murnane, the student - selected faculty speaker, reflected on five decades of education and the five challenges currently facing all educators around the world: make equality a reality for all children; use money so it affects students» daily experience; create schools that prepare children for the future; make school choice work for the most disadvantaged; and create school accountability systems that improve education for all our children.

On one side: the informal network of advocates, philanthropists, educators, and nonprofit organizations that all back higher academic standards, greater accountability, and improved teaching, and who saw the city as a potential proof point for their theories of how to improve student outcomes.

For example, including a school safety measure that looks at the percent of expulsions at a school might force educators into creating a dangerous school environment because expelling or suspending students would affect the school's accountability designation.

He deplores results - based accountability for schools, educators, and kids.

Today, it's more accurate to say that educators are fine with national but don't like testing when it's used for results - based accountability, and conservatives are all for accountability (and the test scores that make it possible) but don't want anything mandated by Washington.

An unusual alliance, to be sure, but it will likely be the death knell of NCLB (and waiver) provisions that tie testing to accountability, whether for schools or for educators.

Victorian educator Seamus Curtain - Magee — mentor to one of the 2017 winners, Team Kalianna — told Teacher, students also benefited from the teamwork aspect, working to deadlines and taking personal accountability for their contribution to the final product (whether it be in storytelling, music creation, artwork or coding tasks).

The reports show educators at all levels struggling to implement a dramatic and extremely complex change in federal education policy, which radically alters the role of federal and state governments while imposing unprecedented responsibilities and accountability for test score gains.

The states that made the most progress after allowing for other factors — Maryland, Massachusetts, New Jersey, Kentucky, and Georgia, to name the top five — have taken steps, in various ways, to raise academic standards and back them up with rigorous assessments, implement tough but thoughtful accountability systems, and strengthen human capital practices to attract, develop, and retain educators who can deliver on high standards.

We have set high standards and created a school accountability system that holds schools responsible for outcomes and gives schools, parents, and educators the information they need to address students» strengths and weaknesses.

But they are under attack — from some conservatives, because President Obama has taken undue credit for their adoption, and from some liberals, because, well, because liberals hate standards and testing (and many educators don't love accountability, particularly when applied to themselves).

That's mainly because — my interpretation, anyway — the Golden State never really put those solid standards into operation in its schools, nor did it make them part of a full - on accountability system for schools, kids, or educators.

Unlike many so - called progressive educators, I am a strong advocate for accountability.

I wonder what evidence the reviewer could provide from my book to substantiate this assertion: He deplores results - based accountability for schools, educators, and kids.

In addition to providing concrete examples of how the educator preparation program at Tulane has evolved to meet the challenges that new, higher standards bring, they made a strong case for establishing a grace period during which results from the next - generation assessments slated to accompany the Common Core be used only as diagnostic tools, as they are being designed to be, and not for high stakes or accountability.

Whether it is changing a school culture, a childs life prospects, policymakers thoughts on accountability, or voters minds on a bond referendum, educators are constantly on the lookout for evidence that they are succeeding as change agents.

When educators are given more autonomy to discover best practices, in exchange for greater accountability, students win.

This year's report also focuses on early - childhood education as its special theme, examining how new academic demands and accountability pressures are altering the learning environment for young children and the educators serving them.

There, one finds «Democrats for Education Reform» on one side calling for more charter schools, merit pay, and results - based accountability for educators, and encounters teachers» unions on the other side, defending the status quo.

The California Department of Education and other organizations have created several resources to help educators and the public understand and navigate the new California School Dashboard, which includes data that will be used for school and district accountability purposes beginning next fall.

LJAF's investments in K - 12 education seek to advance the portfolio model of school governance, an alternative structure that promotes a decentralized administration, more school choice for families, and increased flexibility and accountability for educators.

Together, PASA, the Providence Public School District, partner schools, and the community of program partners have developed shared goals, a collaborative practice of community educators within the school day, and joint accountability through a PASA / District shared learning model that includes teacher and community educators co-teaching, a data - sharing agreement, and the creation of an expanded learning model that offers high school credits for high quality out - of - school experiences.

Following the passage of the Every Student Succeeds Act (ESSA), the PED launched NMRISING, a statewide initiative to inform the development of New Mexico's state plan7 and build upon the momentum of recent student success.8 The plan reinforces the PED's commitment to robust CCR standards and assessments, meaningful school accountability, a commitment to ensure that all students are served by excellent educators, and dynamic strategies for turning around the state's struggling schools.

«Structural» education reformers — the kind who worry about school governance, choice, standards, accountability, ESSA, universal pre-K, graduation rates, collective bargaining, etc. — have long been faulted by «inside the classroom» educators for neglecting pedagogy and curriculum.

They demand public accountability for education systems across the nation, and many, many public - school systems and educators in the United States simply reject the concept out of hand.

Tougher «accountability» standards for teachers will be urged in yet another state, when a panel of educators submits its recommendations to the Delaware State Board of Education later this month.

For educators and policymakers across the country struggling to implement effective education reforms in the context of increased accountability, the lesson of Chicago is that accountability can and does encourage teachers and principals to pay greater attention to the lowest - performing students in their classrooms.

I don't see the desire for external accountability reversing itself, but it is possible that the ends for which educators are held accountable could shift.

For educators, working in an era of reform, accountability, and shifting curricula, this is an important possibility.

In some cases, state policy initiatives are not taken seriously by local agencies.293 Even under current state accountability requirements, some local educators do not view the state as a powerful force for changing basic practices.

Beset by lists of content standards and accompanying «high - stakes» accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn.

After the plans became available for public review, organizations like Bellwether Education Partners, the Collaborative for Student Success, Alliance for Education, National Council on Teacher Quality and the Brookings Institution reviewed the submissions to understand their overall strengths and weaknesses, and to determine whether elements like educator equity and benchmarks for federal accountability were present.

In 2007 - 08 Kim Young, then an educator on loan to MDE and Ed Roeber, then director of MDE Office of Assessment and Accountability, convened a series of meetings for educators interested in balanced assessment practices — the group of 50 - 100 was called the Balanced Assessment Leadership Group.

When I was elected to the Los Angeles School Board 11 years ago as an experienced educator and social worker, I immediately challenged the downtown school bureaucracy, fought for greater accountability and tackled the most difficult problems facing our schools.

She advised the secretary and assistant secretary on the Obama Administration's major education reform initiative, ESEA flexibility, which grants waivers of key provisions of the ESEA in exchange for state - led reforms in the areas of standards and assessments, accountability, and educator evaluations.

With the No Child Left Behind law up for reauthorization this year, the onus is now on lawmakers and educators to find a way to maintain accountability while mitigating the current tendency to reduce schooling to a joyless grind of practice exams and empty instruction in «reading strategies.»

For example, while we have ample evidence of unintended consequences of test - based accountability — as well as evidence of some potential benefits — we know less about the consequences of using value - added measures to encourage educators to improve.

We've collaborated with the Collaboration for Effective Educators Development, Accountability and Reform (CEEDAR) Center and The National Center for Systemic Improvement (NCSI) as well as launched a diverse coalition of organizations to support states in their efforts to develop teachers and leader who can successfully prepare students with disabilities to achieve college and career - ready standards.

In this last group — which includes most schools in the district — the goal is for educators to gain «more autonomy in exchange for accountability» in what they want to use to accelerate student achievement.

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

Providing teachers with tools for ensuring task validity along with expert task reviews and engaging educators in cross-district sessions on scoring student work are two ways of addressing technical quality within a more student - centered accountability system.