Sentences with phrase «of observations in the classroom»

Certainly confirmed many of my observations in the classroom regarding extrinsic vs intrinsic motivation, importance of relationships, competence and autonomy.

The risking of observations in the classroom: Teacher as cultural critic.

Not exact matches

Classroom observations to evaluate the mental health needs of a particular child or children who are having behavioral difficulties in a classroom and offer suggestions for intervention

In this book, John Holt gives his observations of learning and not - learning that was happening in classrooms, where he was an observer (generally where there was another teacher doing the teachingIn this book, John Holt gives his observations of learning and not - learning that was happening in classrooms, where he was an observer (generally where there was another teacher doing the teachingin classrooms, where he was an observer (generally where there was another teacher doing the teaching).

State lawmakers earlier this year agreed to a package of education policy changes that linked test scores to evaluations as well as in - classroom observation and made it more difficult for teachers to obtain tenure.

The Board of Regents is due to release the new regulations governing the evaluations — including how much weight to give at least one standardized test and in - classroom observation.

After achieving the passage of a new evaluation system that will rely on a mix on at least one standardized test and in - classroom observation, the governor is renewing his focus to areas NYSUT has opposed, including a lifting of the cap on charter schools and a $ 150 million education investment tax credit, which is strongly backed by private and parochial schools.

The budget also created a new teacher evaluation system that relies on a mix of in - classroom observation and at least one standardized test to assess performance.

The legislation includes changes to the state's teacher evaluation law, which will rely on a mix of state testing and in - classroom observation.

Whatever the parties negotiate or King decides, the evaluation system will be based 20 percent on standardized test scores when applicable, 20 percent on other evidence of student learning and 60 percent on classroom observation and other measures of teacher effectiveness, in keeping with the 2010 state law on teacher evaluation.

Under the larger evaluation framework, announced in Albany Thursday afternoon, teachers will be graded on a 100 - point scale, 60 percent of which will be based on evaluations of teacher performance, including classroom observations.

«The tendency to base classroom observation on the gender and race of the child may explain in part why those children are more frequently identified as misbehaving and hence why there is a racial disparity in discipline,» added Walter S. Gilliam, director of The Edward Zigler Center in Child Development and Social Policy and associate professor of child psychiatry and psychology at the Yale Child Study Center.

Using pre - and post-course surveys, open - ended questions, self - reports of section leader teaching practices, and classroom observations, the researchers compared student examination scores and end - of - course evaluations from 150 Masters - level candidates in the «Principles of Epidemiology» introductory course.

Among the fruits of those efforts was an update to the component weighting in the teacher - evaluation system, which now caps value - added at 35 percent and weights classroom observations at 40 percent.

As a school leader, what are the professional learning needs of your staff in relation to classroom observation?

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

These certification practices may not be within the reach of your own small scale (and smaller or non-existent budget) classroom observation endeavour, but it does draw our attention to two salient issues regarding reliability in classroom observations.

One of the difficulties for teacher observation, however, is that it is deceptively hard to observe what good or great teaching actually looks like in the classroom.

This last point is pertinent given the fact that we found that only 10 per cent of participants in our course had any training of any sort in classroom observation.

In a recent post for Education Week, Peter DeWitt details some of the problems with classroom observations.

So I guess one key aspect would be actually doing behavioural observations of self - regulation and behaviour in the classroom rather than relying on teacher ratings, though we do find that teachers are pretty accurate in their ratings of behaviour.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

There is an expectation among the school staff that they practice a culture of continuous improvement and risk - taking based on a cycle of conversations, classroom observations, constructive feedback, and planning and implementing strategies that aim to directly make a difference to classroom practices in line with the priorities identified for school improvement.

We participate in regular classroom activities as morning meeting co-teachers and members of lunch, recess, and student dismissal duty teams, allowing for interactions and observations outside of our own classrooms.

Key Elements of Observing Practice (DVD) contains a series of short videos that invite you into classrooms and meeting rooms at the Richard J. Murphy School in Boston, a school that uses data wisely, and comes with a Facilitator's Guide for designing your own process for learning from classroom observation.

A few weeks ago, I met with a group of educators to discuss their observations from a series of learning walks in classrooms.

Chronic absenteeism; a mix of attendance indicators; choice to re-enroll in same school; standardized observations that take into account factors including classroom organization, emotional support, and instructional support; college - readiness measured by ACT, AP, and IB participation and scores

During the past year, Bonnie Mackintosh has been conducting classroom - level observations and child assessments in community - based preschool programs throughout Boston's Circle of Promise and East Boston neighborhoods as part of an initiative to improve access to high - quality early childhood care and educational programs.

Efforts to Improve Teacher Quality: Although Delaware requires only a basic - skills test for teachers to earn their initial licenses, it also has a performance assessment, consisting of classroom observations, to evaluate novice teachers once they are in the classroom.

The database includes information about each student's classroom teacher in a given year, which allows us to estimate how much the student learned in that year and to connect that information to such professional characteristics as teacher certification, acquisition of a master's degree, teacher experience, teacher test performance, and the specific school of education the teacher had attended within Florida, if the teacher had attended one of the eleven schools for which adequate numbers of teacher observations were available.

As educators who have spent over 20 years researching, observing and studying classroom practice, we are even more convinced that many of the past practices in classroom observation relied on snapshot observations made by supervisors with little professional or academic learning.

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.

If you're at all familiar with my work, you know how much I believe in the effectiveness of frequent, informal, classroom observations with specific feedback.

What if these recorded videos took the place of the dreaded principal drop - in — the bread and butter of today's obligatory and not - often - illuminating classroom observation process?

The new evaluations, set to begin in the 2009 — 10 school year, will include student test scores and five classroom observations of each teacher each year.

In fact, he goes so far as to imply that classroom observations are not predictive at all, rendering them useless as a source of diagnostic feedback.

Jay accuses the foundation of failing to disclose the limited power of classroom observation scores in predicting future test score gains over and above what one would predict based on value - added scores alone.

A study published in Education Next by Eric Taylor and John Tyler found that teacher evaluation systems that include high - quality classroom observations can improve the effectiveness of individual teachers.

• Classrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learninClassrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learninclassrooms and contrast current practice with their shared expectation of effective instruction for the identified learning problem.

We demonstrated that a regression - based statistical correction for the proportion of the students in each teacher's class that are English - language learners, have education disabilities, are from low - income families, and so forth, wrings most of the bias out of classroom observations.

The authors point out that the Cincinnati system of evaluation is different from the standard practice in place in most American school districts, where perfunctory evaluations assign the vast majority of teachers «satisfactory» ratings, leading many to «characterize classroom observation as a hopelessly flawed approach to assessing teacher effectiveness.»

The bias in classroom observation systems that derives from some teachers being assigned much more able students than other teachers is very important to the overall performance of the teacher evaluation system.

But in the districts we examined, only teachers at the very tail end of the distribution are dismissed because of their evaluation scores, and it turns out that teachers who get the very worst evaluation scores remain at the tail end of the distribution regardless of whether their classroom observation ratings are biased.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

In sum, the use of teacher - collected video in classroom observations did seem to improve the classroom observation process along a number of dimensions: it boosted teachers» perception of fairness of classroom observations, reduced teacher defensiveness during post-observation conferences, led to greater self - perception of the need for behavior change and allowed administrators to time - shift observation duties to quieter times of the day or weeIn sum, the use of teacher - collected video in classroom observations did seem to improve the classroom observation process along a number of dimensions: it boosted teachers» perception of fairness of classroom observations, reduced teacher defensiveness during post-observation conferences, led to greater self - perception of the need for behavior change and allowed administrators to time - shift observation duties to quieter times of the day or weein classroom observations did seem to improve the classroom observation process along a number of dimensions: it boosted teachers» perception of fairness of classroom observations, reduced teacher defensiveness during post-observation conferences, led to greater self - perception of the need for behavior change and allowed administrators to time - shift observation duties to quieter times of the day or week.

The use of teacher - collected video in classroom observations did seem to improve the classroom observation process.

Traditional forms of training often involve a sales training presentation in a classroom environment where the sales team are trained through repetition and simple visual observation teaching.

• Although both treatment and control teachers volunteered to participate in the project, the treatment teachers were more likely to support use of video at the end of the first year, as a replacement for some or all of their in - person classroom observations.

In our report, we introduced a method for adjusting for the bias in classroom observation scores by taking into account the demographic make - up of teachers» classroomIn our report, we introduced a method for adjusting for the bias in classroom observation scores by taking into account the demographic make - up of teachers» classroomin classroom observation scores by taking into account the demographic make - up of teachers» classrooms.

Yet observations I have conducted in more than 300 classrooms in California, Minnesota, New York City, and Massachusetts over the past 15 years indicate that local school systems have commonly used bilingual education as a generic term referring to all three types of language - instruction programs.