Sentences with phrase «individual teacher level»

Although the idea of measuring teachers» contributions to student learning through gains on standardized tests is appealing — and has been very valuable for large - scale studies — it turns out that, at the individual teacher level, value - added models (VAM) have many pitfalls.

Not only do we subscribe to a test and punish mentality for school districts, we have now drilled that mentality down to the individual teacher level.

Concerns about this component: TEA's proposed rules for T - TESS include a requirement that, beginning in the 2017 - 18 school year, each teacher appraisal shall include the academic growth of the teacher's students at the individual teacher level as measured by one or more of four options chosen by the local school district, including student performance on state assessments.

The final rules define the performance of teachers» students, for T - TESS and locally - developed and adopted teacher appraisal systems, as «how the individual teacher's students progress academically in response to the teacher's pedagogical practice as measured at the individual teacher level by one or more of the following student growth measures:

«Student growth measured at the individual teacher level provides the most instructionally valuable measurement of student performance for a teacher appraisal process.»

Finally, the proposed rules require that local districts using locally - developed appraisal systems instead of T - TESS must include the performance of a teacher's students, defined as student growth at the individual teacher level.

Each of these proposed rule revisions reflects conditions imposed by Texas's NCLB waiver — that student growth be measured at the individual teacher level, that student performance on state assessments must be included as a measure of student growth, that the student growth component must be weighted 20 percent in a teacher's evaluation, and that TEA ensure that local school districts using locally - developed appraisal systems use student growth at the individual teacher level.

The transformative potential of teacher inquiry work, however, does not stop at the individual teacher level.