Sentences with phrase «measuring classroom achievement»

He also authored the book, «Education Unleased,» covering student reform and measuring classroom achievement.

Not exact matches

The system is based on multiple measures of performance including student achievement and rigorous classroom observations.

Recentanalysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain mMeasures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measuresmeasures.

Recent analysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain mMeasures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measuresmeasures.

The new evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher evaluations based on multiple measures of performance including student achievement and rigorous classroom observations.

These may include portfolios of student work, classroom observations, achievement measures, and intelligence scores.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

While previous research indicates that ability grouping is in fact correlated with higher achievement, these findings could be misleading if students placed in high - ability classrooms were likely to be successful for reasons that researchers are unable to measure, such as stronger motivation.

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.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

To test the sensitivity of our results to this methodological decision, we constructed a value - added indicator that measures a teacher's contribution to student achievement (accounting for a wide variety of student and classroom characteristics that could affect achievement independent of the teacher's ability).

However, recall that the principals» survey responses allowed us to construct separate measures of two distinct aspects of teacher quality: the ability to improve student achievement and the ability to provide an enjoyable classroom experience for students.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

(To generate the weights, we regressed a teacher's average student - achievement gain in one class against the three different measures from another class, resulting in weights of.758,.200, and.042 on value - added, student survey, and classroom observation, respectively).

In essence, TAP provides a detailed plan for how teachers can be effective in the classroom, furnishes a formula to evaluate all teachers, and links positive evaluations along with achievement - growth measures to bonus pay.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

Ability, collegiality, and student satisfaction all contribute independently to a principal's overall evaluation of a teacher, but principals weigh the set of questions measuring teachers» ability to improve student achievement and to manage a classroom most heavily.

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

The term «student growth» was further defined to mean the change in student achievement as measured on statewide assessments and other measures that were «rigorous and comparable across classrooms.»

We measure peer domestic violence at the cohort level (that is, across all students in a grade at a school) as opposed to the classroom level due to the possible sorting of students into classrooms according to their achievement and behavior.

And each of the 43 states to which the Obama administration has granted a waiver from No Child Left Behind is now in the process of implementing evaluation systems that employ multiple measures of classroom performance, including student achievement data.

When you're using any measure — student achievement or a classroom observation — to infer whether or not a given teacher is effective, you obviously want to control for students» prior achievement.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

School leaders will be able to make retention decisions based on valid measures such as student - achievement growth and classroom observations and student evaluations.

The framework provides a holistic assessment of school performance based on student growth and achievement in grades 3 — 8; school climate measures, including attendance and re-enrollment; and preschool classroom quality.

It is indeed a good thing that we have those other measures because it's true that the Common Core era has failed to deliver on what many of us saw as one of its most valuable and important features: a platinum meter stick to be used to measure, monitor, and compare student achievement, not just between states but also among districts, individual schools, even individual classrooms and children.

The Measured Progress Formative Content Bank is a set of premium formative assessment items and preconfigured quizzes designed to help teachers gather classroom evidence of student learning, differentiate instruction, and accelerate student achievement.

With male academic achievement declining by almost every measure, and their scores possibly dragging down national averages, administrators are taking a fresh look at same - sex classrooms and the concept that boys and girls might do better when they're apart.

The question should instead be, «If scales from a testing regime are used within a value - added process, is there evidence that measures of student progress are influenced by the distribution of student achievement levels in schools or classrooms because of a lack of equal - interval scales?»

The effects of turnover on curriculum and instruction are insignificant, and the measure of classroom curriculum and instruction is negatively, but very weakly, related to student achievement.

Children in the low groups across the four classrooms showed no significant differences on measures in September, but their reading achievement in May was quite different.

Analysis of these rich curriculum data, along with our more curriculum - sensitive measures of student achievement, revealed that the mathematics content teachers covered in their classrooms was significantly related to their students» performance even when researchers adjusted this relationship for student background factors (ethnicity, parent education level, socioeconomic status, and so on).

Psychometric properties of teacher - judgment measures of pupil aptitudes, classroom behaviors, and achievement levels

But until recently, no statistic has measured what experts have come to agree is the single most important factor in boosting student achievement — the effectiveness of the person standing in front of the classroom.

We measure the classroom success of our master's candidates via neutral outside observers, student achievement gains (where we can measure them), student surveys, and principal evaluations.

When you measure teacher growth and then compare that with student growth in teachers» classrooms, you've got a nice combination of measuring teacher behavior and correlating that with student achievement.

The easy - to - use interface allows teachers to set up seamlessly their classroom and find activities by grade, subject, and standard, track students» achievements and quickly measure learning outcomes

This could include portfolios, performance evaluation, work projects and other classroom - based measures of achievement.

In 2009, no states tied tenure to a teacher's performance in the classroom as measured by student achievement on standardized tests.

Two - thirds of states are in the process of adopting new evaluations, and many will include student achievement — usually as measured by standardized tests — along with intensive classroom observations.

Another 15 percent will be based on locally selected measures of student achievement, while the remaining 60 percent will depend on more qualitative measures such as classroom observations.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

The MET project has «demonstrated that it is possible to identify great teaching by combining three types of measures: classroom observations, student surveys, and student achievement gains.»

To repair aging classrooms, ensure student health, safety and achievement and keep pace with technology, upgrade aging plumbing, electrical, lighting, heating / ventilation, safety / security systems, shall this Hawthorne School District measure be adopted to repair, construct, acquire classrooms, sites / equipment, and issue $ 59,000,000 in bonds, at legal rates, levy on average 3 cents / $ 100 assessed value ($ 3,000,000 annually) while bonds are outstanding, require independent audits / oversight, and all money for local schools?»

The direct instruction (DI) model proved to be eminently trainable to teachers under experimental conditions, effective in promoting student engagement in classroom tasks as demonstrated through classroom observations, and statistically significantly related to growth in pupil achievement as measured on standardized tests (Myer, 1988).

When asked what should determine teacher pay, 86 percent said a teacher's education and training should be either the most important or an important factor, followed by 77 percent who said their students» achievement and progress on a range of measures including standardized tests, classroom observations and parent feedback; 77 percent said whether the teacher is at a low - performing school where students need the most help; 64 percent who said students» achievement and progress on standardized tests; and 57 percent who said seniority in the number of years of classroom teaching experience.

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.

In some states, policymakers have consulted NEA affiliates and worked with them to develop comprehensive evaluation systems based on multiple measures of student achievement and traditional classroom observations.

Districts should report on the effectiveness of professional - development activities by measuring improvements in classroom teaching and administrative activities that lead to increased student achievement.