Some are grappling with state versus local control; training and staffing; evaluating teachers who teach
in untested grades or subjects; and mitigating concerns about specific evaluation methods.
• It prevents schools and districts from «hiding» less effective educators and programs
in untested grades.
Not exact matches
Elliot Regenstein of the Ounce of Prevention Fund offers a sensible solution: an external inspectorate of teaching, particularly
in the
untested early
grades.
This collaboration has helped jump - start this work across the state and shed light on the many significant challenges associated with overhauling the hoary systems
in place, such as measuring student achievement
in «
untested»
grades and subjects, ensuring inter-rater agreement and accuracy of teacher practice observations, and ending the long - standing culture of «The Widget Effect.»
States struggle to find ways to
grade teachers
in untested subjects such as art and music.
Many principals mentioned they use value - added measures to place teachers
in tested subjects and with students
in grade levels that «count» for accountability purpose... some principals [also used] VAM [output] to move ineffective teachers to
untested grades, such as K - 2
in elementary schools and 12th
grade in high schools» (p. 100).