Sentences with phrase «not hold teachers accountable»

During the last legislative session, lawmakers and Gov. Andrew Cuomo agreed for two years to not hold teachers accountable for test results turned in by their students.

Not exact matches

This hasn't stopped advocates from trying to develop those measures — and even to hold teachers and schools accountable for students» performance on them.

On the other hand, while providing all of those supports, we understand if teachers and principals are not held accountable to high expectations for these children.

And I would go further to say that whole concept of holding teachers and students accountable for these skills doesn't make sense and isn't supported in the research.

Certainly not a major teachers union leader at a time when the national movement is toward holding teachers accountable.

«If you hold teachers accountable for children who may not test well or do well on the day of an observation, then it will drive away the teachers we do have and discourage future teachers from entering the most amazing profession,» she said.

For example, at the start of the pilot, Linda Rogers, a teacher at Redwood Heights Elementary School in Oakland, Calif., was already practicing the move of helping students hold themselves accountable, but found that the things she was doing weren't translating into increased learning gains for all of her students.

Zoch shows persuasively and in great detail that progressives derided instruction but never held students accountable for their own learning; it is always the teacher who is to blame if the children aren't motivated.

Mrs. Bush is equally articulate about «backpack spending» (the institute is sponsoring a project on school - district productivity that includes 20 different researchers» papers); teacher autonomy («Obviously, if you are held accountable as the principal of your school and you don't have the authority to change anything, by either hiring or firing, or setting up another structure that your school district doesn't allow, then how can you be really accountable?»)

Oddly enough, teacher preparation programs occasionally argue against being held accountable for things like placement rates because they don't believe they have any control over how many of their teachers receive jobs.

It would be serious about untying the hands of managers, especially so they can «hold accountable» teachers and other staff who don't pull their weight.

Delaware also does not hold its teacher education programs accountable for the quality of preparation that their students receive, nor does it identify low - performing teacher - preparation programs or publish passing rates or rankings by institution.

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

Teachers may resist evaluation not because they are unwilling to be held accountable, but instead because they fear they do not know what to do to improve student achievement.

Holding teachers accountable for students» academic achievement gains is not inconsistent with students» accomplishing other things in school.

And it surely doesn't mean that teachers can't be held accountable for student performance.

They don't shuffle between a D.E.A.R book, a reading book, and a literature circle book... they just read books and are held accountable for doing so through persistent teacher / student conferences and an intricate portfolio.

It's how we know, for example, how much progress there has or has not been in closing achievement gaps nationwide, but it just doesn't work to say we can hold teachers accountable simply for raising math and reading scores.»

The coalition, we are told, «doesn't say schools and teachers shouldn't be held accountable for how well they do their jobs.

But there were other problems as well: NCLB did not itself provide sufficient incentives for students to work hard, as only teachers were held accountable for failure, and the legislation did not end the enduring inequalities of educational opportunity for low - income and minority students that underlie the achievement gap.

Indeed, the main use of standardized tests many years ago, when I was in school, was to improve instruction, not to hold teachers accountable.

The principle at work here is that teachers can not be held accountable for pupil performance if they do not control resource allocations and must instead follow standardized instructional procedures.

But choice unleashes new forces that work from the bottom up to redistribute power, to give schools and teachers strong incentives to perform, and to hold them accountable - through consequences that are automatically invoked (the loss of kids and resources)- if they don't do a good job.

That's because their teachers are fully committed to student success, understand that their colleagues might have to cover for them while they are gone, and know they will be held accountable if they don't do their part.

Raising the expected performance standard in each year of school and holding all teachers and students accountable for achieving these higher standards may not be the most effective way to improve levels of performance in Australian schools.

First, I'm not theoretically against evaluating teachers or the idea of holding professionals accountable.

We created it after I realized how many school leaders just weren't clearing the space for teacher coaching to happen at the highest level: foundational things like creating a vision for their schools, holding adults accountable to meeting schoolwide expectations, designing and holding weekly leadership team meetings, creating and sticking to a daily calendar; and more advanced things like using data to inform the design of responsive PD.

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.

StudentsFirst's CEO Michelle Rhee fired off a missive of her own to her group's members Wednesday morning, saying the bill doesn't go far enough in holding teachers accountable.

A school can not thrive without a strong principal, who is prepared to motivate, support, and hold accountable his or her teachers and other staff.

Why should teachers be held accountable when they can not influence the results by improving how they teach or what they teach?

But isn't it just common sense to hold teachers accountable for their students» academic performance?

I commented at the forum that this broad - based alliance is essential, sinces separately we are accused of «fronting for the teachers» union» (parents), «not wanting to be held accountable» (teachers), «goofing off in school» (students) or «being out of touch in their ivory towers» (researchers)!

If the recent reaction from some schools of education to proposed federal regulations aimed at improving the quality and impact of teacher preparation programs is any indication, we can expect the traditional cacophony of complaints, such as «We can not hold preparation programs accountable for factors outside our control.»

Really now, does anybody think teachers should not be held accountable for how they do their jobs?

How can we expect to hold teachers accountable for teaching students to read when we don't know why some youngsters teach themselves before they ever start school and others never learn to read well until they are eight or so?

ie, if it required and inspired every teacher to do a great job every day, and held those accountable who are not up to the task.

I do nt have a problem trying to hold teachers accountable, but I think in many districts its not actually where the real problems lie.

Under the old system, the kids were held accountable for their grades, not the teachers.

Although schools aren't being held accountable the first year, public opinion still believes teacher performance in the state counts.

But we don't have enough of them, nor will we as long as teacher colleges are not held accountable.

While not yet acknowledging how holding teachers accountable for their students» test scores, while ideal, simply does not work (see the «Top Ten» reasons why this does not work here), at least the federal government has given back to the states the authority to devise, hopefully, some more research - informed educational policies in these regards (I know....).

The other 60 - 70 %, which sometimes includes entire campuses of teachers (e.g., early elementary and high school teachers), can not altogether be evaluated or «held accountable» using teacher - or individual - level VAM data.

In fact, it is that very scrutiny that has led so many suburban districts to join alongside National Education Association and American Federation of Teachers affiliates (as well as other traditionalists) to complain about No Child in the first place; they didn't want to be held accountable for serving up mediocrity to the kids they have subjected to educational malpractice for far too long.

But anything from the administration that smacks of holding states accountable for improving student achievement will not get congressional backing, especially from Harkin (who has proven in the past that he will do anything asked of him by the National Education Association and American Federation of Teachers) and House Education and the Workforce Committee Chairman John Kline (who wants to ditch No Child altogether and go back to the bad old days of handing federal money freely to states).

Why not hold principals accountable for the success of their schools — and give them the tools to be real managers, bosses, executives — and let them decide to what degree and how they use student test scores in assessing their teachers?

And, last but not least, should schools and teachers be held accountable for students» progress in the development of learning mindsets and skills?

The unfortunate consequence of «loose coupling» is that teachers tend to work in isolation from each other and from their administrators as they (teachers) manage and are held accountable for the technical core and ultimately for the student learning that happens or does not happen in the classroom.

Teachers who do not teach a subject with a state exam should not be held accountable for the results of subjects they don't teach.

It is even more so to realize that, after telling the students that they do not have to learn, work, or even show up to school in order to continue passing each grade, the Board will then hold them accountable for passing an impossible test for which the Board of Ed has actively prevented teachers from preparing the students.