Statistical models designed to
measure growth in student learning are rapidly being introduced and applied in districts across the country to measure the effectiveness of teachers and schools.
But an initial reading of the department's guidance suggests it is sticking to these policies: «The Department will work with states that wish to amend (their federal) flexibility waiver... while still maintaining teacher and leader evaluation and support systems that
include growth in student learning.»
Effective principals need strong instructional and leadership skills to
promote growth in student learning, manage their human capital, develop and support teachers, use data to drive student learning improvements, and build a culture of high expectations for the adults and students in the building.
While NCLB helped State and local educational agencies (SEAs and LEAs) shine a bright light on the achievement gap and increased accountability for groups of high - need students, it inadvertently encouraged some States to set low academic standards, failed to recognize or
reward growth in student learning, and did little to elevate the teaching profession or recognize the most effective teachers.
-- To close the data gap — which now handcuffs districts from
tracking growth in student learning and improving classroom instruction — states will need to monitor advances in student achievement and identify effective instructional practices.
To what extent do you agree that
growth in student learning should be a part of a teacher's evaluation?