Not exact matches
Even so, the
teachers in the most effective schools were very aware
of the need to make sure that the groups were flexible, that students moved to another group when their
performance (as
measured by their internal school - based
monitoring system) merited movement.
This report provides a broad overview
of state efforts, as
of the 2011 - 12 school year, to
monitor equitable access to qualified and effective
teachers among schools; develop and adopt multiple
measures of teacher performance to rate
teachers among at least three
performance levels; and implement targeted strategies for promoting equitable access to qualified and effective
teachers.
States and districts should include multiple
measures of performance, including but not limited to input
measures such as evidence
of a
teacher's knowledge
of subject matter; skill in planning, delivering,
monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs
of students with an array
of learning styles and needs; and commitment to students» learning to their utmost potential.
The evidence from research on these and other systems indicate that through using
performance assessments schools can focus instruction on higher order skills, provide a more accurate
measure of what students know and can do, engage students more deeply in learning, and provide for more timely feedback to
teachers, parents, and students in order to
monitor and alter instruction.
We are being told that our evaluation system will require our full comprehension and maintenance
of:
measures of teacher practice observation option selection forms, evaluator forms, consistent update
of class lists / rosters, observation options A, B, C, D, the Matrix, and MOSL options (project based learning assessments, student learning inventories,
performance based assessments, and progress
monitoring assessments), not to mention how this plays out for what people teach (elementary / middle / high school, alternative assessment, English as a New Language, content areas, etc).