Not exact matches
I suspect our
teacher unions would not be adverse to
let some portion of their member
teachers compensation be based on a test
score bonus rather than the meddling of school boards.
The majority of school districts, 606 of them, are using that existing
teacher and principal evaluation system, having gotten a waiver
letting them to push back implementing the new, Cuomo - backed system — under which
teachers are
scored on a matrix — until September 2016.
• In spite of terrible test
scores, in the year before Rhee's arrival not one
teacher was
let go for ineffectiveness.
Teachers could also give students one free pass on a homework assignment each quarter, for example, or
let them drop their lowest
score on an assignment.
(eduCanon and Microsoft's Office Mix also
let teachers access
score reports — for free.)
The
scores arrive after school is
let out, and the results are too blunt an instrument to divine teach
teacher effectiveness or student deficiencies.
Let denote outcome h for classroom j in school i.
Let denote a vector of predictor variables such as class size, years of
teacher experience, and an average of test
scores from a previous year for members of the classroom.
Let Teachers Challenge
Scores It may sound like a headache.
Is the idea to
let the public know how bad some
teachers are (at least as their students» test
scores seem to show) so maybe they will fight for
teachers to be more easily fired?
Why not hold principals accountable for the success of their schools — and give them the tools to be real managers, bosses, executives — and
let them decide to what degree and how they use student test
scores in assessing their
teachers?
In San Diego Unified, if two
teachers were hired on the exact same day and the district only needs to lay off one, the
teacher working at a school with a higher API
score would be
let go.
Today, U.S. Secretary Arnie Duncan and Governor Dan Malloy will be holding a press conference about «education reform» and the Connecticut legislation that increases the number of standardized tests, seeks to improve test
scores and begins the process of tying test
scores to
teacher evaluations so that administrators can determine which
teachers to keep and which to
let go.
Let's move back to sort of the overall
score that we gave countries for the degree of
teacher professionalism.
I had a credential in math, a credential in physics and high test
scores but that was all trumped by the requirement to
let go a certain number of first year
teachers.
Let us put aside the lunacy of having a
teacher predict
score increases and focus on Connecticut's model.
In August, a New York State Supreme Court judge invalidated a vote by state education officials that would have
let districts base 40 % of
teacher evaluations on state test
scores, after the state
teachers unions sued saying the law allowed for only 20 %.
For schools, it means raising achievement
scores and graduation rates and
letting teachers teach by providing extra adults to help meet students» social and emotional needs.
Just for the heck of it,
let's also allow the Commissioner to
score some points if the average
teacher growth percentile across the state increased from 2012 to 2013.
By 2014, the evaluation
scores will influence district personnel decisions, from how much
teachers earn to who gets
let go.
I've sat at many a table at many a professional development or
scoring site where White
teachers have
let their hair down and
let their true colors show as if they forgot that my Black self was right in front of them.
Think of it this way: A credit
score is like the overall grades a child receives in school, while a credit report is more like the
teacher conferences that
let the parents know details about how the child is doing.