Sentences with phrase «learned about school accountability»

Not exact matches

After watching a clip, students could then construct a Venn diagram comparing two types of insects they learned about, providing accountability and insight on whether they've absorbed the lesson, and later go outside to see if they can find any of those insects in the wilds of their school playground.

Finally, we've learned a lot about how to design accountability policy to better target the schools that most need improvement.

If the new information surprises respondents by indicating the district is doing less well than previously thought, the public, upon learning the truth of the matter, is likely to 1) lower its evaluation of local schools; 2) become more supportive of educational alternatives for families; 3) alter thinking about current policies affecting teacher compensation and retention; and 4) reassess its thinking about school and student accountability policies.

«In schools where it's all about learning, discovery, and projects and teamwork, there seems to me to be an absence of or a reluctance to have any kind of accountability.»

And the second piece, though, is broadening out and redefining accountability so that we can try new things, so that it's not just about the two tests, that it's about high school graduation, but not just about high school graduation, that it's about other ways of measuring student progress and thinking about how kids learn, and engaging kids like through project - based instruction.

More than a decade of research, at Harvard and elsewhere, on accountability, school improvement, and school organization has become «increasingly specific,» he said, «about the conditions that promote high - level learning and performance in educational institutions,» within classrooms and in systems as a whole.

Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.

Whereas social scientists have bent themselves out of shape studying the effects of, say, test - based accountability, charter schools, and other «structural» reforms — and have produced some reasonably solid findings about what works for whom under what circumstances — curriculum is relatively little studied and what's learned almost never makes the New York Times (or even Education Week).

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

NJPSA has been working collaboratively with the Department of Education on ways to support teachers so that they can learn more about the Common Core, assessment design, instructional models, and the leadership and school culture necessary to foster shared accountability for student learning.

The Committee has been an active participant with the Kentucky Department of Education and other stakeholders in creating a new accountability system for the state that sets ambitious goals for student learning, educates and empowers parents with information about schools, and provides state and local education leaders and policymakers with data to help make more informed decisions to improve opportunities for each student.

As we learn more in the next few months about the review and approval of these ESSA state accountability plans, it's important to understand that districts and schools will see the impact of ESSA gradually over the next few years, as states begin to track the accountability data and report on school success.

The resulting indicators range from typical accountability metrics such as student assessment results and graduation rates to less common measures such as student participation in extracurricular activities, school climate survey participation and results, information about expanded learning opportunities, preschool and kindergarten access, and discipline data.

Learn more about CCSA's efforts to increase charter school accountability by clicking here.

The SATs are not about teaching and learning, yet in too many schools the curriculum is distorted to serve the high stakes accountability system first and children's own development second.

The education secretary has in her grasp some key levers to head off the perfect storm that is beginning to gather: in seeking information, before the election, about the workload challenges facing schools, she knows that: Ofsted needs extensive reform, possibly replaced with validated peer - to - peer accountability and the incoherent sequencing and pace of curriculum changes need to be rethought with school leaders thinking about what will have a significant impact on children's learning.

To learn more about the work the Bush Institute is doing on school leaders and advancing accountability, visit our website: http://www.bushcenter.org/stateofourcities/.

TCTA was excited about this opportunity, as, in an attempt to provide a more holistic evaluation of school success beyond test scores, we have advocated for years for the state to incorporate a «learning environment index» into the state accountability system, comprised of indicators such as rates of out - of - field and inexperienced teacher assignments, class sizes, educator engagement survey results, and school climate survey results.

«What's Public About Charter Schools: Lessons Learned About Choice and Accountability,» is a book on Michigan charter schools and addresses student achievement, finance, equity, innovation and customer satisfSchools: Lessons Learned About Choice and Accountability,» is a book on Michigan charter schools and addresses student achievement, finance, equity, innovation and customer satisfschools and addresses student achievement, finance, equity, innovation and customer satisfaction.

In this session, participants explored a case study about Fresno Unified School District to learn how to build leadership capacity and reciprocal accountability systems to support implementation of Linked Learning.

Learn about a model that can transform your school improvement efforts by providing the focus, discipline, and accountability among your leadership team to successfully execute on your short - and long - term goals.

Many states have relied on an accountability index for so long that policymakers may be unaware that reducing school performance to a single indicator hides more than it reveals about teaching and learning.

Learn about next - generation school accountability systems and explore which indicators states currently use to hold schools accountable.

Join us to learn about new state accountability system flexibility, what's next in school improvement, and how to maximize the new multimetric accountability requirements.