Sentences with phrase «need teacher judgment»

Not exact matches

We amplify the ever - more - needed evaluation of books, and we give college teachers an opportunity to render a judgment worthy of their training and knowledge.

Magee says the union and the commissioner are getting along better now, and she realizes that problems need to be fixed, but says teachers are not ready yet to change the judgment they made in the spring.

«It staggers the imagination to think that, given these facts, the DOE can continue to insist that no principal's judgment can be questioned, and that no checks or balances are needed on their powers to destroy a teacher's career,» he said.

By demonstrating that I trust their judgment, have confidence in them, will acquire whatever resources they need, and will support them in their work, teachers will do their best and kids will benefit.»

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

Teachers will always need to use their knowledge of students and content to make professional judgments about classroom practice.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».

At the same time, standards should not be so prescriptive that they inhibit the professional judgment of districts and individual teachers, or deny them the flexibility that they need to tailor instructional strategies to the individual needs of students.

«On the problem with extending the tenure beyond two years... It's important that while we want teachers to at some point have due process rights in their career, that that judgment be made relatively soon; and that a floundering teacher who is grossly ineffective is not allowed to continue for many years because a year is a long time in the life of a student... having the two - year mark — which means you're making a decision usually within 19 months of the starting point of that teacher — has the interest of... encouraging districts to make that decision in a reasonable time frame so that students aren't exposed to struggling teachers for long than they might need to be....

The judgment of whether a particular student needs additional help to master expectations and whether each student is ready to be promoted to the next cycle is up to the teachers.

One after another, teachers used the words «meaningless» and «unfair» to describe the evaluations and the process used to arrive at those judgments... Another teacher said the majority of his autistic, special - needs students failed the SBA — a mandatory assessment test — yet he was judged «highly effective.

Teachers must be prepared to assess a child's needs and use their judgment and knowledge to adjust or change their instruction to support the child.

These include a reduction in time spent on testing, the ability for teachers to use their own judgment and expertise to determine what skills their students need to focus on, and an increase in cultural relevancy on the required assessments for students in urban Title I schools like hers (no more questions for city kids about sail boats or babbling brooks!).

He spoke about how there has been a rush to judgment and lack of collaboration in some schools around this issue, noting that though some districts have shifted codes of conduct away from extremely punitive measures, teachers didn't consistently receive the professional development they need.

«We need to establish platforms for teachers to initiate their own changes and make their own judgments on the frontline, to invest more in the change capacities of local districts and communities, and to pursue prudent rather than profligate approaches to testing.»

Unlike oral reading, which had to be tested individually and required that teachers judge the quality of responses, silent reading comprehension and rate could be tested in group settings and scored without recourse to professional judgment, (only stop watches and multiple choice questions were needed).

At least in the early going, teachers may just need to trust their school or district leaders» judgment on the value of particular materials.