Value - added analysis built around
the model of a single teacher leading a class of 25 students might make it impossible for schools to pursue more personalized instructional models, or models in which a team of professionals is responsible for raising achievement.
Not exact matches
While many people tend to believe a
single woman raising a son alone will have significant difficulties, and raise a boy who is gender - confused or worse, the fact is that there are male role
models all around most boys, whether in the form
of grandfathers, uncles,
teachers, pastors, or mentors.
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.
First and most obvious, we've organized the entire, massive K — 12 system around an age - based, grade - level, 180 - days - per - year calendar; around mostly self - contained and generally low - tech classrooms; and around a pedagogical
model centered on a
single teacher teaching a uniform curriculum to twenty to thirty children for a prescribed amount
of time each day, children who don't have much in common except that they're more or less the same age and (usually) live in pretty much the same community.
Now, in its second year, the school has shifted away from a
single - provider
model to instead making
teachers the primary designers
of the blended - learning
models in their individual classrooms by using a wider range
of tools.
A
teacher leader program can be built around a
single model of release time - only full - time release
teacher leaders, or only part - time release
teacher leaders, or only
teacher leaders who have no release time from the classroom.
This
model is designed to help
teachers incorporate the highest - impact instructional practices: classroom discussion, debate, and repeated reading
of text to ensure the greatest literacy achievement in a
single school year.
FEATURES Access 468 activities for Grades K - 8 Hands - on activities that
model concrete representations
of abstract mathematical concepts
Teacher support that provides in - depth discussions
of mathematical content Easy - to - use resources that offer classroom - tested lesson plans targeting big ideas
of math INCLUDES Access to a searchable library
of 468 Super Source lessons
Single - user license
Whereas traditional evaluations tend to be one - dimensional, relying exclusively on a
single observation
of a
teacher in a classroom, more comprehensive
models capture a richer picture
of a
teacher's performance.
That's especially true when the one promoting a
single model of teaching was once
Teacher in Residence at the DfE.
Commonly used
models have standard errors as high as 36 % for a
single year
of data, and they would require a decade
of data to reduce the likelihood
of mislabeling a
teacher to 12 %.
Approach: The unified and
single approach
of the Haberman Educational Foundation is to teach and implement a research - based
model for how
teachers and principals are identified and interviewed, particularly those educators who serve students at risk and in poverty (for purposes
of this RFP, «research - based» is defined as those results
of staff development that apply research to educator decision - making; see NSDCProcessStandards www.nsdc.org/library/standards2001.html.)
To date, more than 250,000 students are now served in this growing portfolio
of reform
models, which include
single - gender academies, partnership schools, in - district
teacher led academies called «pilot» schools that operate under a reform labor contract and charter schools.