Sentences with phrase «greater teacher effectiveness»

Responsive Classroom is a research - and evidence - based approach to elementary education that leads to greater teacher effectiveness, higher student achievement, and improved school climate.

Responsive Classroom Responsive Classroom is an evidence - based approach to elementary education that leads to greater teacher effectiveness, higher student achievement, and improved school climate.

Another proven means to greater teacher effectiveness is for colleges and universities to provide clinical experiences for aspiring teachers.

Whether your sights are set on more rigorous academic standards, foolproof reading instruction, greater teacher effectiveness, expanded school choice, overhauled governance, or almost anything else that would benefit from big - time change, the challenge is huge.

One unproven assertion about alternative benefits is that they would result in greater teacher effectiveness.

Not exact matches

One seminary teacher tells of being at his greatest effectiveness during the days that he shared with his students the blow - by - blow account of his dealings with real estate people as he sold his house to a member of a minority group and tried, at the same time, to act responsibly toward his neighbors.

«The single most important factor in a student's progress is the effectiveness of the classroom teacher and we are going to find new ways to attract, reward and retain great teachers,» the mayor said.

Another obstacle is the staying power of standards - based reform, which has placed greater pressure on teachers and other educators to demonstrate their effectiveness.

Finally, starting with the least effective teachers in each district and moving up the effectiveness ladder, enough teachers are assigned to a hypothetical layoff pool to achieve a budgetary savings for each district that is at least as great as the budgetary savings each district would have seen had all the teachers who received a layoff notice in 2008 — 09 actually been laid off.

As Stephen Sawchuk notes, there has been a great deal of debate over whether teacher layoffs should be based on inverse seniority («last in, first out,» which many union contracts and state laws require) or based on teacher effectiveness.

First, it should be conceded that Duncan has a great idea, rewarding states willing to undertake reforms such as launching high - quality charter schools (while closing bad ones) and using data to evaluate teacher effectiveness.

An evidence - based salary schedule would directly reward teachers when they demonstrate evidence of greater effectiveness.

A few major areas I hope will receive attention during reauthorization are college / workplace readiness, including the promotion of more rigorous standards; greater accountability at the secondary level; more sophisticated policy and greater accountability for improving teacher effectiveness, particularly at the late elementary and secondary levels; a broadening of attention to math and science as well as to history; and refinements in AYP to focus greater attention and improvement on the persistently failing schools by offering real choices to parents of students stuck in such schools.

We work with education leaders to measure the effectiveness of teachers, principals, and schools; to examine the equitable distribution of effective teaching; and to understand the factors that help educators have a greater impact on the students they serve.

Such integration can also «bring political benefits and greater accountability,» through «a critical mass of active and engaged parents» who are «more likely to have the clout to fight successfully for resources,» to monitor «principal and teacher performance,» and contribute to the effectiveness of their child's school.

The data are quite clear about a key issue: The difference in teacher effectiveness is greater within these various routes (including TFA) than between them.

Chiefs for Change commends the regulations released today that will help ensure students have great teachers, teachers are well prepared for their jobs, and states and future educators have transparent data about the effectiveness of preparation programs.

The correlation between teacher effectiveness (as demonstrated by value - added student growth measures) and student life outcomes (higher salaries, advanced degrees, neighborhoods of residence, and retirement savings) is staggering; it's not an exaggeration to say that great teachers substantially improve students» future quality of life and those students» contributions to the common good.

Teaching effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better results.

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

This is important because we know that second only to teacher effectiveness, school leadership is the greatest school - related influence on student learning.

We work to improve effectiveness and reward great teaching, so we can retain top teachers and increase student achievement on all HISD campuses.

Sadly, this is precisely the time when teachers are making their greatest leaps in effectiveness, causing the system to lose teachers just as they hit a critical turning point.

However, parents put even greater value in teacher effectiveness.

Dr. Todd Whitaker Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and more.

The difference in effectiveness between the average fifth - year teacher compared to a rookie was more than nine times greater than the difference between the average fifth year teacher and those in their 20th year.

Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits of great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and great leaders, what makes them effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology, instructional improvement, and more.

Accelerating teacher effectiveness, so that new teachers quickly become skillful, represents one of the greatest opportunities for change in education today.

«And if teacher effectiveness evaluations aim to help all teachers get better — including going from good to great — then all teachers need feedback.»

Teachers improve a great deal each year during their first several years, but after their fifth year, teachers generally hit a plateau of effectiveness with comparatively lower growth in teaching expertise in additionaTeachers improve a great deal each year during their first several years, but after their fifth year, teachers generally hit a plateau of effectiveness with comparatively lower growth in teaching expertise in additionateachers generally hit a plateau of effectiveness with comparatively lower growth in teaching expertise in additional years.

Value - added approaches hold great promise, but there is a need to develop better tests (and other thoughtful measures of student learning) and better measures of teacher practice to use along with test scores, so they are not the sole factor used to evaluate teacher effectiveness.

The researchers assert that these factors can create faulty estimates of teachers» effectiveness, as well as disincentives for teachers to teach the students with the greatest needs (Darling - Hammond, Amrein - Beardsley, Haertel, & Rothstein, 2011, p. 3).

Therefore, we must invest where we can have the greatest influence: in the culture of our classrooms, the quality of our instruction and the effectiveness of our teachers.

School leadership is the second greatest school - related influence on student learning, second only to teacher effectiveness (Leithwood & Riehl, 2003).

While a handful of teachers in a school might be using differentiation to great success, it takes a collaborative, schoolwide approach to maximize differentiation's effectiveness and improve outcomes for all students.

This special issue brief from the Center for Great Teachers & Leaders at the American Institutes of Research is a first step in addressing these policy gaps by offering state education leaders an overview of the current policy landscape, its implications for CTE teacher effectiveness, and next steps for creating aligned and coherent human capital management policies.

Walsh: Teachers should be held accountable for their effectiveness in the classroom and, rhetorically, we sound great.

The report, Great to Influential: Teacher Leaders» Roles in Supporting Instruction, follows up on the 2014 study From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness Across the Career Continuum.

NNSTOY defines teacher leadership as «the process by which highly effective educators take on roles at the classroom, school, district, state, or national levels in order to advance the profession, improve educator effectiveness, and / or increase access to great teaching and learning for all students.»

For example, rethinking school norms that vest decision making only in the principal, and instead engaging teachers in identifying issues and determining solutions, can lead to greater school effectiveness for all involved — administrators, teachers and students.

Though the test has undergone some changes, a 2007 study of North Carolina teachers found significant overlap in the effectiveness distributions of elementary teachers who did and did not pass the Praxis II Subject Assessment Test, while large numbers of teachers who did not pass the exam achieved the same or greater levels of effectiveness in the classroom.7

After teacher effectiveness, school leadership has the greatest in - school impact on student outcomes and is widely considered crucial to system reform.

Lynn Holdheide is senior technical assistance consultant for the Center on Great Teachers and Leaders at AIR, specializing in evaluating teacher effectiveness.

From the middle of the 20th century, when states began experimenting with mandatory yearly testing through the Obama era and the «Race to the Top» program, we have seen states take a greater share of the power to assess learning and make decisions about student promotion, teacher ability, and school effectiveness based on these assessments.

These factors can create both misestimates of teachers» effectiveness and disincentives for teachers to want to teach the students who have the greatest needs.

That outcome is just a small part of the much greater aim of establishing reliable ways to assess teacher effectiveness.

Only 27 % of Americans express negative feelings toward «teacher tenure,» while most endorse due process and place a much greater emphasis on improving teacher effectiveness.

Implemented in districts nationwide, the Supporting Teacher Effectiveness Project (STEP) framework guides educators in identifying the bright spots — assets — that can be leveraged and scaled toward greater improvement and replication.

Worse is that this sometimes signals to the greater public that these «new and improved» teacher evaluation systems are being used for more discriminatory purposes (i.e., to actually differentiate between good and bad teachers on some sort of discriminating continuum), or that, indeed, there is a normal distribution of teachers, as per their levels of effectiveness.

Developed in collaboration and consultation with the Regional Educational Laboratory (REL) Midwest Educator Effectiveness Research Alliance, REL Midwest, and the Center on Great Teachers and Leaders (GTL Center), the tools are based on a review of the teacher leadership literature and stakeholder input.