Sentences with phrase «measure of teacher effectiveness»

The use of value - added measures of teacher effectiveness in policy and practice.

As a result, many school district leaders and other policymakers are raising important questions about whether other criteria, such as measures of teacher effectiveness, should inform layoffs.

Evaluation systems often attempt to offset the focus on test score data by incorporating other measures of teacher effectiveness, including observations, peer review, and other teacher materials.

Many researchers are questioning whether test - score gains are a good measure of teacher effectiveness.

Finally, we ran our analysis including value - added measures of teacher effectiveness for the subset of teachers we are able to link to individual students.

Let the public see what kinds of teachers they are at risk of losing to this absurd excuse of an «objective measure of teacher effectiveness» before it's too late.

More accurate measures of teacher effectiveness can lead to better decisions by school and district leaders.

But, as numerous studies have shown, having a master's degree is generally not correlated with measures of teacher effectiveness, based on student test scores.

Reading is not a school - based subject or skill, like math or science, that lends itself to clear measures of teacher effectiveness.

Nor should they be the sole measure of teacher effectiveness.

On the other, there are some who argue that standardized assessments provide the only measure of teacher effectiveness and student achievement.

This study uses a simulation to compare value - added evaluations supports the conclusion that developing fair and rigorous measures of teacher effectiveness are likely to increase educational outcomes.

Once again, everyone should take great caution before considering these scores as true measures of teacher effectiveness.

Our goal is to better understand the extent to which measures of teacher effectiveness during the first two years reliably predicts future performance.

This research brief considers the stability of value - added measures of teacher effectiveness over time and the resulting implications for the design and implementation of performance - based teacher compensation schemes.

If there are no local measures, then observations and other measures of teacher effectiveness would make up 100 percent of the evaluation.

Better measures of teacher effectiveness, both value - added and other kinds, could reduce both types of error.

For the first time, an objective measure of teacher effectiveness — based on standardized tests that measure student learning — will be part of annual evaluations.

Drew Furedi, an L.A. Unified official overseeing the district's evaluation system, said he could not comment on the proposals because he hadn't seen them yet, but he welcomed their support for multiple measures of teacher effectiveness, including test score data.

The group admits that test - based measures of teacher effectiveness correlate, on average, for any given teacher, from one year to the next, at no better than 0.35, well below the 0.90 correlation one would in principle like to have.

Congress should also provide incentives to states where standards are really low to raise the standards, and provide incentives to states to develop meaningful measures of teacher effectiveness.

The Gates Foundation is funding a $ 45 million project to improve measures of teacher effectiveness.

This paper examines the validity of measures of teacher effectiveness from the Tennessee Value Added Assessment System (TVAAS).

But now some 20 states are overhauling their evaluation systems, and many policymakers involved in those efforts have been asking the Gates Foundation for suggestions on what measures of teacher effectiveness to use, said Vicki L. Phillips, a director of education at the foundation.

While «it will take time to develop richer and more sophisticated measures of teacher effectiveness,» Haycock writes, «until then policymakers should use a combination of the best available measures.»

Tomberlin says opposition arose because additional measures of teacher effectiveness in the schools — in addition to test scores — had yet to be developed.

But UTLA and the California Teachers Assn. have opposed using such data in formal evaluations, calling it an unreliable measure of teacher effectiveness.

But critics say SGOs are time - consuming and pseudo-scientific, and — more importantly — are unproven measures of teacher effectiveness.

But the error rate of these «value - added measures» may be lower than the error rate of classifications based on traditional measures of teacher effectiveness such as licensure status or years of experience.

Their findings described VAM as an imprecise and unstable measure of teacher effectiveness, particularly if the student assessment data are not of high quality or do not cover a sufficient number of years from which to predict student achievement with any degree of accuracy.

Yet, according to a key measure of teacher effectiveness used by the Los Angeles Unified School District, Hunsberger is average.

When gathering concurrent - related evidence of validity (see full definition on the Glossary page of this site), it is necessary to assess, for example, whether teachers who post large and small value - added gains or losses over time are the same teachers deemed effective or ineffective, respectively, over the same period of time using other independent quantitative and qualitative measures of teacher effectiveness (e.g., external teaching excellence awards like in the case here).

The concern with confounding is that student characteristics will conflate measures of teacher effectiveness in predictable ways: teachers in high - poverty schools might consistently receive scores that are too low, teachers of English language - learners might consistently receive scores that are too high, and so on.

Social science has yet to come up with a perfect measure of teacher effectiveness, so anyone who makes decisions on the basis of value - added estimates will be doing so in the midst of uncertainty.

A simple classroom average gain could then be a statistically biased measure of teacher effectiveness, meaning it would systematically under - or over-estimate a teacher's ability depending on the characteristics of the students assigned to her.

The MET Project found that composite measures of teacher effectiveness that combined, with roughly equal weights, value - added calculated with state tests, classroom observations, and student responses to surveys were somewhat better predictors of a teacher's future value - added calculated from an alternative test than was value - added calculated from the state test alone.

As a number of states begin to revamp their tenure - granting policies, the idea that high - stakes personnel decisions need to be linked to direct measures of teacher effectiveness is gaining traction among education policymakers.

Principal Burris further notes that Dr. Tisch appears intent on ensuring that the predicted growth of students on standardized tests be the supreme measure of teacher effectiveness, suggesting that teachers found ineffective by those measures be found ineffective overall and removed from the classroom after two such ratings.

First, assuming readily available measures of teacher effectiveness actually measure true teacher effectiveness, an assumption to which we return below, the differences between seniority and effectiveness - based layoffs are larger and more persistent than we anticipated.

States can play a central role in driving strong measures of teacher effectiveness by requiring measures that truly differentiate performers; shining a bright light on how different districts and schools are doing on improving effectiveness; creating a state - mandated «floor» for teacher evaluation systems; and driving an ongoing effort to improve the definition and measurement of teacher effectiveness.

He made five overarching points: that's it's possible to implement measures of teacher effectiveness, that LA Unified has a higher ratio of ineffective teachers than school districts studied by other researchers, that a disproportionate number of ineffective teachers in LA Unified serve Latino and African American students, that effective teachers have a causal effect on student achievement and that teachers have long - term impacts not only on student achievement but also lifetime earnings.

This work argues the importance of the noncognitive for student life outcomes, reviews the little we know about how to improve student academic perseverance and mindset, and raises questions about our nation's current measures of teacher effectiveness.

Through the Intensive Partnerships for Effective Teaching initiative, the three sites and CMOs committed to giving teachers the feedback and support they need by incorporating multiple measures of teacher effectiveness — including classroom observations, student achievement measures, and student surveys — in their evaluation systems.