Sentences with phrase «like teacher performance»

The city also benefited from Mr. Klein's role as a national symbol of school reform, Ms. Tisch said, with private donors giving millions of dollars to help create new projects and experiments, like teacher performance bonuses and cash rewards for students who did well on exams.

More research is needed to understand how school closures affect factors like teacher performance, student and staff morale, and family engagement over time.

Not exact matches

If you would like to be notified directly of any changes in your child's academic performance or behavior, make sure that your child's teacher knows this.

Speaking to the BBC, former head teacher and government consultant on the planned pilot project, Peter Walker said: «It doesn't cause any harm whatsoever, a child still has a right to say no, indeed so does a parent, it doesn't disrupt the running of the school, it's relatively cheap to do and brings great benefits like improved performances.»

Under the proposal, teacher evaluations would be based on both objective measures, like student performance on state tests, and subjective measures like «rigorous» classroom observation.

He wants teacher performance reviews to rely more on standardized test results, and he'd like 100 more charter schools in New York.

While different states weigh and conduct the components differently, they, like New York, tie teacher performance only to student growth, not raw test scores, so as not to disadvantage teachers whose students hail from challenging socioeconomic backgrounds versus teachers in wealthy districts.

Amongst 2011's other raunchy comedies it lacks the pathos of Bridesmaids or a go - for - broke central performance like Bad Teacher.

Quaid's little science teacher that could may seen like a boring idea for a movie — and I can not really disagree that the character bares a boring movie — but a warm, fuzzy, and terribly conservative performance grounds the character into a Disney mold.

Like the Staten Island educator at the center of this film, The Kindergarten Teacher pushes boundaries and crosses lines as it navigates its way through a tricky story of a five - year - old boy (newcomer Parker Sevak), who shows an unreal gift for poetry, and his teacher, Lisa (a career - best performance by Maggie Gyllenhaal, who is also one of the film's producers), who struggles in her adult - education class to be a poet as well, if only to add a bit of culture to a home life that offers her little by way of intellectual stimuTeacher pushes boundaries and crosses lines as it navigates its way through a tricky story of a five - year - old boy (newcomer Parker Sevak), who shows an unreal gift for poetry, and his teacher, Lisa (a career - best performance by Maggie Gyllenhaal, who is also one of the film's producers), who struggles in her adult - education class to be a poet as well, if only to add a bit of culture to a home life that offers her little by way of intellectual stimuteacher, Lisa (a career - best performance by Maggie Gyllenhaal, who is also one of the film's producers), who struggles in her adult - education class to be a poet as well, if only to add a bit of culture to a home life that offers her little by way of intellectual stimulation.

In an age where classroom teachers find themselves defending their profession and their results, the discussion of race in the classroom seems like one more opportunity for the finger - pointers who seek deeper understanding about the declining academic performance of all American students.

Granted, there are mechanisms in place to evaluate teacher performance, but many of these value - added measures feel more like punch lists than professional reviews.

We were able to create «wins» for this student in the weight room, cultivate his work ethic and dedication to his teammates, and provide an atmosphere where he could be disciplined without feeling like he was being called out by another teacher who didn't understand him — this all lead to the embodiment of a more positive sense of self - worth, resulting in improved behavior and academic performance.

Westerberg: Time should be provided for teachers to get together at the course or department level on a regular basis to identify big - picture course learning goals, rubrics, or scoring guides that delineate expected student performance standards; that is, what good work looks like for each goal, and common assessment items or tasks that evaluate student performance vis — vis key elements of each rubric.

Hawaii and Delaware are not exceptions: Across the country, the «new» teacher evaluations that include student growth continue to look a lot like the old ones that did not consider student performance.

«We support the standards, but have major, major problems with the implementation» really means «Damn, we asked for the Common Core but we don't like all this talk about evaluating teachers based on student performance and this was the best line our beltway consultants could come up with to get us out of this jam.»)

The «performance - based» pay experiments in places like Denver, Cincinnati, Minneapolis, and Douglas County, Colorado, turn out to be linked primarily to supervisor or peer judgments, not to a teacher's track record in improving student learning.

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

If pay - for - performance works and we can work with teachers so it doesn't feel like it's being imposed upon them... then that's something that we should explore.

After all, serious academic standards might highlight the poor performance of some teachers, who might face sanctions (like — shock!

He's right that nobody has found a perfect way to measure teacher performance, and that many evaluation ratings aren't as accurate as we'd like them to be (often because they're inflated).

Collectively, the 12 Design Challenges seek to attract the most talented students to teaching, providing them and their practicing peers with support and actionable information about what good teaching looks like; ensuring introductory and ongoing training that provides them with the requisite skills and knowledge for classroom and student success; identifying certification methods that are rigorous and performance - based; and forging new career pathways where master teachers both anchor teacher training and ongoing knowledge development.

In effect, the kind of assessment and a clear, well - communicated notion of what acceptable and excellent performance «looks like» on that assessment, should drive the form of instruction that a teacher utilizes.

The inextricable link between the learning environment and the performance of those within it, as embodied in «The Third Teacher» concept attributed to the Reggio Emilia ethos, is now well documented, with support from the likes of Professor Peter Barrett and the Clever Classrooms report of the HEAD project.

If you love your slide deck then use something like Nearpod to analyze student performance during direct instruction, but remember that this is student centered learning and not teacher centered.

Edutopia: Am I correct in stating that administrators evaluate teacher performance by using authentic assessment strategies like the UbD supervisor form and then they provide critical feedback, similar to what the teachers should be providing their students?

Good teachers like to observe and strive to emulate the performance of better teachers.

Furthermore, only 31 % of teachers like the idea of basing tenure on student test performance.

According to the survey, parent opinion reads like a photocopy of the union's agenda — supportive of more investment in schools and teachers, wary of standardized testing, skeptical about evaluating teachers based on student performance, and resistant to the expansion of choice.

Can outcomes like student test performance reliably identify more or less effective teacher - preparation programs?

Some states like Florida and Indiana have mandated that districts put more weight on teachers» performance than on their degrees, while North Carolina lawmakers last year voted to phase out the master's pay bump.

Over the span of three years, dozens of education experts and researchers, 3,000 teacher volunteers in six urban districts, 20,000 videotaped lessons, student surveys, and student performance on state and supplemental higher - order thinking skills tests, have given us a much better understanding of what great teaching looks like.

I'd like to know what honest to goodness classroom teachers think about performance pay aside from their unions.

Left - wing policy supports neighborhood - based public schools, opposes any methods to measure or differentiate the performance of teachers or schools, and argues instead for alternatives to school reform like increased anti-poverty spending or urging middle - class parents to enroll their children in high - poverty schools.

This means state accountability systems must also be aligned to individual teacher's classroom goals: Help all students meet proficient or higher performance; help all students make significant progress from wherever they were performing in the prior year; and pay laser - like attention to ensuring struggling students are on track to reach proficiency.

The only truly strong defense of legislative decisions is having a focus on outcomes — developing a strong accountability system, introducing incentives for higher performance, developing reliable teacher evaluation systems, and the like.

Teaching, like other respected professions, must have a universal assessment process for entry that includes rigorous preparation centered on clinical practice as well as theory, an in - depth test of subject and pedagogical knowledge, and a comprehensive teacher performance assessment.

With districts accountable for raising achievement like never before, the pressure falls on principals to connect teacher evaluations to student performance and possibly also staff compensation.

And it offers financial rewards to urban school districts that improve performance through initiatives like merit pay for teachers.

Large - scale projects like the New York Performance Assessment Consortium and the former Nebraska STARS statewide assessment program provide blueprints of how to balance accountability with authentic learning and assessment without inundating children and teachers with standardized tests.

He also would like to shorten the time it takes to remove poor teachers from the classroom and base part of a teacher's evaluation on the performance of their students.

Let's use Massachusetts for an example; I would like to see some data on levels of teacher performance, the state tracks what a teacher gets for a rating on an evaluation.

B. Base 80 % of teacher evaluation on student performance, leaving the following options for local school districts to select from: keeping the current local measures generating new assessments with performance — driven student activities, (performance - assessments, portfolios, scientific experiments, research projects) utilizing options like NYC Measures of Student Learning, and corresponding student growth measures.

Further, the process is meant to serve as an on - ramp to the professional expectations of a formal teacher preparation program, performance - based capstone assessments like edTPA, and ultimately, national board certification.

As a teacher, what I like the best is having the opportunity to control my salary based on my performance.

With advances in videotaping and the science of feedback, every teacher can now view their classroom interactions like scientists and find inspiration to narrow the gap between their current performance and highest aspiration.

While reformers failed to overhaul New York City's laws for hiring and firing teachers, they have succeeded in cultivating a robust system of charters to challenge the preeminence and performance of traditional public schools, and offer a model of what non-union schools might look like.

Like teachers, parents need accurate and meaningful information about student strengths, challenges, and performance to better understand and support student learning.

Like students, the families, teachers, and staff within a school system are uniquely positioned to provide actionable feedback about performance that simply can't be captured through other measures.

While teacher unions like UTLA have resisted efforts to tie teacher evaluation to classroom performance, 43 percent of voters said teachers should be judged equally on their students» standardized test results, assessments of their classroom performance and evaluations by peers.