Sentences with phrase «measures like classroom»

While the old system relied on entirely subjective measures like classroom observations, the new system

Many teachers, including the 1,000 plus members of Educators 4 Excellence - Los Angeles, support using this data as long as it's paired with other measures like classroom observations, peer reviews and student surveys.

Evaluations will be based 40 percent on objective measures like test scores and 60 percent on subjective measures like classroom observation.

Not exact matches

When Zajonc started studying it so many decades ago, his initial experiments measured how much schoolchildren liked the adults in their classrooms.

They like us in the measure people like something they think has a natural default, something they know is good but will not pass their rating for excellence, something deep down in their minds they don't really want to be the best, because it represents to them the classroom example of something one level short of perfect.

Yes, this would be a tough measure — but we urgently need to restore order and respect in the classroom and I don't want ideas like this to be off the table.

«Yes, this would be a tough measure — but we urgently need to restore order and respect in the classroom and I don't want ideas like this to be off the table,» he said during a speech in Norwich.

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.

While we can measure the difference a good teacher makes in the classroom, we can't develop a mathematical formula for creating these heroic professionals, so judges will instead focus on easy - to - measure but inaccurate metrics like teachers» salaries as proxies for teacher quality.

Equally important are school / university partnerships and the coming together of like - minded researchers and classroom teachers who recognize the fertile opportunity to research, measure, and disseminate findings in Mind, Brain, and Education Science to enhance teacher quality, student achievement, and professional satisfaction.

Levine suggests a number of measures to help kids like Vance, some of which are standard practice in the field - for example, accommodations or workarounds in the classroom.

In addition, our analysis does not compare value added with other measures of teacher quality, like evaluations based on classroom observation, which might be even better predictors of teachers» long - term impacts than VA scores.

If the project had produced what Gates was hoping, it would have found that classroom observations were strong, independent predictors of other measures of effective teaching, like student test score gains.

Used for virtually every teacher, SGOs are mutually agreed - upon goals for teachers in measuring how their students are doing, whether it's through classroom assessments or things like attendance or discipline.

A reliable evaluation system must incorporate other measures of effectiveness, like students» feedback about their teachers and classroom observations by highly trained peer evaluators and principals.

That meta - analysis revealed that students improved on every measure of positive behavior, like classroom discipline, liking school, and attendance — and went down on rates for every anti-social index, from bullying and fights to suspensions and substance abuse.

In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure... Continue reading →

The Winston Society — or «Winsoc,» in Orwell's newspeak — played on these associations in constructing the wiki as a space for classroom teachers to join the likes of Winston Smith and «fight big brother» — that is, work against NCLB and its test - based accountability measures — and cultivate alternative visions for education that involved more progressive politics and pedagogies.

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure it?

I am not sure if Elsa is really a good student if one is measuring by standardized test scores and / or performance on classroom exams, but she could be one of those students who becomes a success in life — like some corporate founders and wealthy people who simply followed their dreams and desires.

In addition to highlighting their theoretical knowledge, they use their cover letters to explain their passion for the job and to discuss the kinds of qualities that can't be easily measured, like patience, empathy, and classroom management skills.

Results suggested that children with ADHD were better liked and less disliked by peers, and had more reciprocated friendships, as assessed via sociometric measures, when they were in classrooms where MOSAIC was added to behavioral management and social skills training [72 •].