Sentences with phrase «frequent classroom observations»

It should be combined with other factors to produce a well - rounded assessment, including more rigorous and more frequent classroom observations by principals, announced and unannounced, as well as reviews of teachers» lesson plans and homework assignments by principals or peers.

A new teacher evaluation system in Louisiana requires frequent classroom observations and the use of test score data in teacher ratings.

Common reform policies included the use of objective student data to evaluate teacher performance, more frequent classroom observations, and the rollout of performance - based incentives (or disciplinary action).

Today's principals carve out time for frequent classroom observation and need to learn how to provide meaningful feedback.

But, shifting to a culture of open and frequent classroom observation requires the right support.

Not exact matches

If you're at all familiar with my work, you know how much I believe in the effectiveness of frequent, informal, classroom observations with specific feedback.

Here's what this approach looks like: Administrators make frequent short, unannounced classrooms visits (at least once a month), followed promptly by face - to - face listening / coaching conversations; teacher teams meet regularly to discuss planning, pedagogy, and assessment results; and teacher assessment is saved till the end of the school year, pulling together observations, other points of contact, and teachers» self - assessments.

The new evaluation tool determines whether teachers advance in five career categories, based on frequent detailed evaluations, including teacher portfolios and classroom observations.

Under the Toledo Peer Assistance and Review program, about a dozen «consulting teachers» on leave from their classrooms for three years mentor and evaluate Toledo's first - year teachers through frequent, informal classroom observations and as many as six (usually unannounced) evaluations each semester.

Ann Schulte, associate professor at California State University, Chico, says that preparation programs should be focused on working with and assessing teacher candidates in the field, so they receive frequent observations and feedback during their student teaching experiences from someone with extensive knowledge of their abilities and classrooms.

The change has three main prongs: principals making more frequent and rigorous classroom observations; teachers in core subjects like math and English receiving ratings based on how their students perform on standardized tests; and teachers in grades and subjects where those tests don't apply devising other ways to chart student growth, in collaboration with their principals and using advice from the state.

Among these factors were building collaboration and trust by protecting time for teachers to work together and developing a team - oriented culture; making teaching public by opening classroom doors and engaging in frequent observation, feedback, and support; and persisting in improvement efforts by celebrating progress and overcoming inevitable setbacks.

Our process of regular and frequent peer observations of instructional practice is coupled with ongoing coaching, modeling of proven techniques, and support in the classroom by AIR's turnaround coordinator.