Sentences with phrase «identify effective teachers»

-- To boost the quality of teachers and principals, especially in high - poverty schools and hard - to - staff subjects, states and districts should be able to identify effective teachers and principals — and have strategies for rewarding and retaining more top - notch teachers and improving or replacing ones who aren't up to the job.

Can principals identify effective teachers?

Some say it will destroy the teaching profession because it will identify effective teachers as ineffective and ineffective teachers as effective.

His work on teacher quality focuses on how to identify effective teachers and how to enhance teacher effectiveness.

Data - driven management should not simply identify effective teachers or struggling students but should also help render schools and school systems more supportive of effective teaching and learning.

Diane writes again: «Much has happened since Gordon, Kane, and Staiger speculated about how to identify effective teachers by performance measures such as student test scores.

Improvements to how schools evaluate educators» effectiveness include assessing students in subject other than math and language arts to identify effective teachers in those non-standards areas.

by Kati Haycock and Eric Hanushek In this forum, two experts debate the best ways to identify effective teachers and to increase the number of effective teachers in high - poverty schools and communities.

If we had mechanisms to identify effective teachers in the initial years of teaching (or during training), it would be counter-productive to screen out during admissions.

Uplift Education, a charter network in Dallas, is using predictive research to identify effective teachers like Daniel Polk (above) more easily.

Student standardized test scores can accurately identify effective teachers, especially when combined with classroom observations and pupil surveys, according to a major national study released Tuesday.

We find that evaluations based on well - executed classroom observations do identify effective teachers and teaching practices.

Their findings from Cincinnati offer new evidence that «evaluations based on well - executed classroom observations do identify effective teachers and teaching practices.»

In fact, an under - reported result from the MET Project is that current state tests can be used to identify effective teachers.

Assessments that require higher - order thinking skills will likely to be better at differentiating teachers, but even the current low - level tests that states are using are valuable in identifying effective teachers.

Critics of merit pay argue that the falloff in such programs was due to the fundamental technical difficulties of accurately identifying effective teachers and rewarding good teaching practices.

That information can be a powerful tool for identifying effective teachers.

Obama's plan uses academic gains for evaluating TEACHERS, not evaluating schools, consequently identifying effective teachers teaching effectively.

Recent research, however, suggests that such paper qualifications have little predictive power in identifying effective teachers.

That paper, called «Identifying Effective Teachers Using Performance on the Job,» was co-authored by Thomas J. Kane and Douglas O. Staiger.

-LSB-...] was a monumental waste of money, misinterpreted its own data and couldn't find any way to identify an effective teacher.

Twenty - eight percent of the points in the RTTT rubric centered on effective teachers and principals; beyond that, other sections included requirements for identifying effective teacher preparation programs, effective instructional strategies, and effective schools, as identified by student - level data.

In such scenarios, identifying effective teachers and assigning them where they are needed most could be a disruptive change to the school culture.

«Identifying effective teachers using performance on the job.»

All of this means that policymakers are still looking for the right way to identify effective teacher preparation and predict who will be an effective teacher.

The challenge is for coaches and teachers to make time for these reflective conversations, which can help them move beyond mere «eye tests» to identify effective teacher practice and focus on the intent of instruction — student learning — and become better educators and listeners for their students.

Have we identified effective teachers?

If some teachers have high value - added on the high - stakes test because of score inflation, then value - added might not be useful for identifying effective teachers.

We'll walk you through a process to identify effective teacher engagement strategies

Not exact matches

Her ability to precisely identify and conceptualize specific issue (s) a student was struggling with, ascertain effective interventions, conduct assessments and interpret results in a way that is useful and understandable, and provide parents and teachers with useful information is truly remarkable.»

Given all this, it is perhaps unsurprising that the biggest ever study on teacher evaluation, the Measures of Effective Teaching Project (MET), revealed that even the very best observation approaches had limited success in identifying the teachers also associated with the highest gains in pupil attainment.

Three months after assuming the governorship in 2011, she issued an executive order creating the Effective Teaching Task Force, to identify, recruit, reward, and retain high - performing teachers in the state.

A key element of this effort is developing evaluation systems that identify both the highly effective and the highly ineffective teachers and administrators — and then actually uses that information to make personnel decisions.

Challenges: Teacher training / PD and classroom resources will need to be provided to enable effective and efficient implementation; Funding for relief teachers whilst teachers administer the test; Not addressing the flaws in the UK Phonics Screening Check / inaccurately tests students; Not providing funding / resources to support students identified through the check as at risk; Additional workload for teachers including, impact on time to administer tests; Duplication of existing tests and / or additional testing burden; Stress or anxiety for students and parents; Some commented writing was a key element that needs to be in the test.

We then tested whether the teachers who had been identified as more effective using the value - added measures had students who achieved more following random assignment.

Additionally, schools should identify a provider who understands that residentials are more effective when there is active teacher and student involvement in their planning and delivery.

Professor Thomas Kane and the team at the Center for Education Policy Research are experts at working closely with districts and harnessing big data to identify effective policies and practices in teacher preparation, teacher evaluation, and learning technologies.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

Teachers and a school's wider workforce will need support in understanding this new category and, as with many areas, training on how to identify and support young people identified within this category of need is crucial in order to offer effective interventions.

An effective learning culture in a school has a number of key features, including: engaging teachers in collaboration, using data to inform decision making and learning activities, conducting professional learning that is based on current research and identifying the impact of professional learning on staff and student outcomes from the outset (AITSL, 2013b).

The Measures of Effective Teaching initiative was meant to identify great teachers and help improve teaching techniques.

Further research that can credibly and specifically examine how school and teacher responses have contributed to the achievement effects documented here would be a useful next step in identifying effective policies and practices that can reliably improve student outcomes.

The Gates folks are using science to improve the measures of student progress and to identify what makes a more effective teacher.

• A shared understanding of effective practice Before they are able to articulate a problem of practice, teachers must come to an understanding of what effective instruction for the identified learning problem would look like.

• Classrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learning problem.

It provides a process that teachers can use to learn from their practice, verifying the effectiveness of their methods, and helping them to identify less - effective routines.

In this episode of the Education Exchange, Paul E. Peterson is joined by Stanford's Eric Hanushek to discuss how states have identified qualified teachers and effective teachers and how they plan to comply with the Every Student Succeeds Act.

Sue O'Neill:... The first issue I identified in the preservice beginning teacher preparation courses (from my research in 2014 and 2015) was that there was what I considered to be a lack of depth of evidence - based practices that have been proven to be effective from conducting well designed and rigorous research.

In previous research using the 2003 principal survey data (see «When Principals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic pTeachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic pteachers in their schools, as measured by their students» academic progress.

And we are far less able to identify «effective» teachers in any cookie - cutter fashion than federal officials might think.