Such an adjustment for the makeup of the class is already factored into teachers» value - added scores; it should be factored
into classroom observation scores as well.
Not exact matches
Chronic absenteeism; a mix of attendance indicators; choice to re-enroll in same school; standardized
observations that take
into account factors including
classroom organization, emotional support, and instructional support; college - readiness measured by ACT, AP, and IB participation and
scores
In our report, we introduced a method for adjusting for the bias in
classroom observation scores by taking
into account the demographic make - up of teachers»
classrooms.
Louisiana has adopted part, but not all, of her framework for use in
classroom observations, which will factor
into a teacher's annual
score and which will ultimately determine whether educators can keep their jobs.
And considering the low - quality of subjective
classroom observations that are the norm for traditional teacher evaluation systems, the state laws and collective bargaining agreements governing teacher performance management discourage school leaders from providing more - ample feedback, and that the use of objective student test
score growth data is just coming
into play, few teachers have gotten the kind of feedback needed to build such expertise in the first place.