Sentences with phrase «ineffective teachers serving»

A concentration of ineffective teachers serving specific student populations is an injustice.

Not exact matches

Even if local personnel policies might partially buffer the impact on low - income children by re-assigning ineffective teachers and paying effective teachers to take their place, such salary incentives are expensive (with the costs being borne disproportionately by schools serving low - income children) and have been only partially effective where they have been tried.

Maintaining and updating the requirement that State title I plans describe how low - income and minority children enrolled in title I schools are not served at disproportionate rates by ineffective (this term was «unqualified» in the prior version of the ESEA), out - of - field, or inexperienced teachers.

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

Those included the location of charter facilities; the concern that charter schools were not serving their «fair share» of high - need students; and the impact of charters on the district's budget and teacher quality because of state - imposed constraints on the district's ability to dismiss ineffective teachers.

Hard - working teachers do not want bad, ineffective or, especially, abusive other teachers around the kids they serve.

Ironically, the person to serve as her mentor, to help her become better than an «ineffective teacher,» was her own student teacher from a few years prior.

The change could embolden school districts to dismiss ineffective teachers but would more likely serve as one element of broader, upcoming reform of teacher evaluations.

I wanted to send a clear signal that the alternative program would no longer be a place to send ineffective teachers; to serve its students well, the program needed great staff.

It does not hold the adults who care for our children accountable; it does not allow teacher evaluations based on whether students are being given the tools to succeed; it does not allow for differential pay for teachers serving in our most challenging schools, and it gives lifetime tenure usually after two to three years — making it nearly impossible to lay off ineffective teachers.

The operational and political reality of public school systems, therefore, led these ineffective tenured teachers to be highly concentrated in schools that served low - income students of color.

We do not believe it is «anti-teacher» to want the profession to do its job of uplifting and supporting its members who work hard while also ensuring that abusive, ineffective or no - show teachers lose their privilege to serve children.

The Center for American Progress has shared some great, very thorough research on the problem of chronically ineffective teachers and how and why they often end up serving the very students who could most benefit from great teachers.

Given that defined - benefit pensions (along with near - free healthcare benefits, near - lifetime employment rules in the form of tenure, and seniority - and degree - based pay scales) have been proven to be ineffective in either spurring improvements in student achievement, are a disincentive in rewarding high - quality work by teachers (who get the same levels of compensation as laggard colleagues), and actually serve as a disincentive to luring math and science collegians into teaching, it is high time to scrap this and other aspects of traditional teacher compensation.

Rather than require that all teachers of core academic subjects be «highly qualified,» the bill simply mandates that states must ensure that all teachers and paraprofessionals working in schools receiving Title I funds meet applicable state certification and licensure requirements, and provide a description of how low - income and minority children enrolled in these schools are not served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers.

Because there are no more than four ineffective teachers in any one district, Utah has determined that minority and low - income children are not served at disproportionate rates.»

In December 2015, Congress passed the Every Student Succeeds Act (ESSA), [1] which requires states and districts to determine whether low - income students and students of color in Title I schools are served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers, and take steps to address any identified disproportionalities (i.e., gaps in equity).

It is important to note that while opposition to high - stakes testing and value - added analysis often seems self - serving — it is easy to see why ineffective teachers might resist accountability — moving towards embedded software - based assessment actually raises the level of transparency, by allowing us to monitor not just what happens on the day of a high - stakes test, but rather to see how students learn over time.

He made five overarching points: that's it's possible to implement measures of teacher effectiveness, that LA Unified has a higher ratio of ineffective teachers than school districts studied by other researchers, that a disproportionate number of ineffective teachers in LA Unified serve Latino and African American students, that effective teachers have a causal effect on student achievement and that teachers have long - term impacts not only on student achievement but also lifetime earnings.