Whether you're a school administrator,
classroom teacher, or lead a team, the Mastery Series is designed to help build your strengths and gifts, as well as surface the blindspots,
limiting beliefs and fears that may be sabotaging your
effectiveness so that you're better able to create schools and
classrooms that are rich
in humanity, successful academically, and filled with joy, curiosity, and discovery.
Accordingly, and also per the research, this is not getting much better
in that, as per the authors of this article as well as many other scholars, (1) «the variance
in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2)
in many ways «gross» measurement errors that
in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges
in teacher
effectiveness scores also given these test scores and their
limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas
in what demonstrated that «the entire range from the 15th percentile of
effectiveness to the 85th percentile of [teacher]
effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the
classroom / teacher level when students are not randomly assigned to
classrooms (and teachers assigned to teach those
classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»
Fourteen states plus D.C. require candidates with
classroom experience provide evidence of
effectiveness in past performance, oftentimes
limiting barriers for candidates who can demonstrate success.