Sentences with phrase «not classroom performance»

Not exact matches

That in turn can lead to higher academic performance and improved classroom behavior, as children who aren't distracted by hunger pains are clearly in a better position to learn.

Despite an improved debating performance David Cameron can not seem to shake the feeling that «new boy» Nick Clegg has become the classroom favourite, writes Peter McHugh.

``... thanks to an intelligent script, captivating performances and thoughtful direction (not to mention gorgeous production design), this is a film that deserves a spot on Oscar ballots this year and social studies classrooms for years to come.»

First, Hess argues that a principal does not need to have classroom experience to judge a teacher's performance or to mentor his charges.

I assume these fears are held by those who have not witnessed the power of a well - designed and well - executed classroom - performance task to open wide the doors on new insights, ground young adults on a foundation of sound thinking habits, and engender the confidence that comes from successfully rising to a challenge.

Whether you like it or not, your principal can be your greatest ally in helping you inspire high - performance learning in your classroom.

Grouping gifted children together within the classroom (not all the time, but occasionally based on the learning objective at hand) provides them with an opportunity to collaborate with similar - ability students, which can cause them to positively challenge each other to higher performance levels.

Perhaps I am an extreme example of what not to do, but I have witnessed a general sense that teachers, when it comes to their performance in the classroom, tend to stick to themselves.

He said that reading the portfolios and working with new teachers not only gives him a good picture of the certification candidates but also helps him assess his own performance, even after 25 years in the classroom.

The PZC tackles challenging issues about the kind of teaching and learning that should be done in classrooms all around the world, but is not being done, in part because of the pressure for certain performances on certain kinds of standardized tests, in part because teachers teach what they were taught and in the ways that they were taught 10 or 50 years ago.

The state does not use performance assessments, such as local team evaluations or classroom observations, to evaluate the performance of teachers already in the classroom, but it is now considering such requirements.

But it does not hold teacher - preparation programs accountable for the performance of their graduates in the classroom.

Wellness News P.E. May Improve Girls School Performance Time spent in P.E. does not harm elementary school students» ability to excel in the classroom and may improve girls» academic performance, a national Performance Time spent in P.E. does not harm elementary school students» ability to excel in the classroom and may improve girls» academic performance, a national performance, a national study says.

This makes the teacher's classroom performance look better to an observer when the teacher has academically well - prepared students than when she doesn't.

But, because it varies so widely across classrooms, this micro-level data is usually not included in the accountability programs that states use to compare school performance.

However, this doesn't mean that a classroom that stresses performance can't also stress the importance of facing learning challenges.

It introduces a small margin of error into personnel actions of a very small percentage of teachers, but it does not result in mischaracterization of their classroom performance.

Finally, an individual teacher's eligibility for a bonus depends on school - wide performance gains, not just gains in individual classrooms.

As schools narrow their focus on improving performance on math and reading standardized tests, they have greater difficulty justifying taking students out of the classroom for experiences that are not related to improving those test scores.

A majority of parents and school officials believe that children who are troubled, whatever the cause, not only demonstrate poor academic performance and inappropriate behavior in school, but also adversely affect the learning opportunities for other children in the classroom.

Organizations that provided multiple learning opportunities outside of the classroom with a mix of formal, informal, and experiential learning reported effectiveness at achieving improved individual (56 %) and organizational (46 %) performance considerably higher than those that do not use blended learning approaches (22 % and 19 %, respectively).

Most states have set their student proficiency bars at a low level, and no state — not even Florida, which came the closest — has been able to mandate that teacher pay be calibrated to classroom performance.

Unlike conventional colleges and universities, Western Governors doesn't require students to spend a set number of hours in a classroom, average out their performance on assignments and tests, then hand out letter grades and credits.

Although education was the focus of the 60 - day legislative session that ended May 2 — lawmakers boosted spending for public schools by $ 650 million and raised performance standards for students and teachers — it did not produce a solution to the classroom crunch.

It is not about balancing management and leadership; it is about attending to culture, quality classroom time, and cultivating relationships to maximize human and material resource use and performance.

When corporate learners do not pay attention in the classroom / eLearning, it clearly reflects on the assessments and overall lack of improvement in the learner performance.

Research by RAND Education reached a similar conclusion: «paying teachers to improve student performance did not lead to increases in student achievement and did not change what teachers did in their classrooms».

However, less classroom time did not translate into decreased academic performance, either.

In traditional classrooms, averages are often used to analyze student performance, and students not mastering skills are often left behind as a teacher proceeds to the next concept.

The report also quantified the use of student performance measures known as «student growth objectives» (SGOs) that were based on more classroom - based assessments and not statewide standardized tests.

For teachers possessing a transitional or initial certificate, the plan shall require the teacher to be evaluated based on portfolio review, which may include but is not limited to: a video of teaching performance, a sample lesson plan, a sample of student work, student assessment instruments and the teacher's reflection on his or her classroom performance.

The goal of the initiative was to create a new Oregon state statute (not a constitutional amendment) mandating that state teachers» classroom performance, not their seniority, determine pay raises.

The plan shall describe the methods that the school districts or BOCES shall employ to assess teachers» performance, which may include but is not limited to the following: classroom observation, videotape assessment, self review, peer review and portfolio review.

The state uses its program - approval and - review process to identify low - performing teacher - preparation programs, but it does not hold such programs accountable for the classroom performance of their graduates.

At the other end of the performance spectrum, we can not reduce the pay of the worst teachers enough, and we simply must move them out of the classroom.

The state does not use performance assessments, such as classroom observations or portfolios, to evaluate teachers already in the classroom and determine whether they may move to an advanced stage of licensure.

Since the grades assigned vary much less across classrooms than does students» performance on standardized tests, high - achieving students should be more likely to earn high grades in classrooms where the other students, on average, do not perform well on external assessments.

While teachers» salaries have declined relative to other occupations requiring a college degree since midcentury, there is no evidence to suggest that across - the - board raises would improve student outcomes enough to justify the expense, particularly if they were not accompanied by changes that would link teachers» pay to their performance in the classroom.

Although the final MET report will include several additional «competitors» (including scoring of live and videotaped classroom instruction), this initial report compares only two: value - added scores and the surveys of students» perception of teachers» skills and performance — not the strongest basis to call something «among the best.»

Education professionals at the University of Michigan poured millions of dollars and months of research into a document they proudly presented as agents of the Governor as the answer to not only grading teachers, but also improving student classroom performance.

Teachers need good student performance information to determine the extent to which each of their students is learning and performing to standards and to similar students in other classrooms, as well as to determine what is working and not working in their classroom.

Although teachers embraced portfolios for instructional purposes, they did not seem to use portfolios or the criteria for assessing writing in the classroom, which suggested that they may not have a «shared standard» for student performance.

These should include not only actual time logged on for test administration purposes for each student, but also the non-computer time required for the classroom exercise portion of performance tasks.

[Since they only cover one grade level, and a non-standardized observation of the student including classroom attitude and homework responsibility as well as curricular levels], report cards do not establish a present level of educational performance.

Not only does it set the stage — as research tells us — for improved classroom behavior and performance, but it provides for them an additional physical activity that can connect them with friends, get them to a library, or just generally give them the opportunity to safely race around their neighborhood!

The main intent of the new laws is to help identify which teachers are doing a good, bad or mediocre job so that those struggling in the classroom can be given extra support or, if their performance doesn't improve, fired.

A school district does not need a reason (such as tardiness, or poor classroom performance) to non-reelect, and most districts never disclose a reason.

And then at the school and classroom level, people have to see data about student performance as a tool for continuous improvement, and not as a «gotcha» exercise.

To bridge the gap between research and practice, he includes checklists of skills and positive qualities associated with effective teacher performance as well as red flags that indicate that teachers may not be reaching their full potential in the classroom.

However, the traditional classroom performance assessment is not as readily identifiable as the complexity of a musical piece or the competitive level of an opposing team.