Schools seldom have coherent content standards, accountability systems based on
assessments of student academic growth, or an ethic of making publicly available the performance data that do exist.
That means that if a school successfully focused only on developing its collective self - efficacy (the extent to which the community includes staff and students who believe they have what it takes to accomplish their shared goals), that focused effort would translate into almost four years worth
of student academic growth for one year spent in school.
Brown and the State Board balked at the stipulation that the state require districts to use standardized test scores as a measure
of student academic growth when evaluating teachers.
A measure
of student academic growth extracted from PARCC scores will be a 10 percent weight in the evaluation of some teachers, and skeptics have questioned whether the NJEA sees the PARCC resistance movement as a way to escape the use of student data in teacher performance reviews.
The U.S. Department of Education had proposed that principals, like teachers, be evaluated as «effective» or «highly effective» based on a year or
more of student academic growth across all subgroups.
In that year the General Assembly adopted and Governor Rell signed Public Act 10 - 111 which specifically strengthened the evaluation process by requiring that districts must «continuously evaluate or cause to be evaluated each teacher», adding the section requiring districts to use «multiple
indicators of student academic growth» and giving the State Board of Education the authority to develop guidelines that the districts must follow.
That law specifies that 40 percent of teachers» reviews be based on measures
of student academic growth and 60 percent on the teachers» classroom performance.
That process requires local schools administrators to continuously evaluate every teacher and that the evaluation process uses multiple indicators
of student academic growth to identify which teachers are succeeding and which need to be asked to leave the teaching profession.
SLOs are the anchor of the district's new evaluation and compensation systems, serving as both a measure
of student academic growth and a measure of teacher practice.
The area of greatest teacher concern and focus in PEAC's work has been how to define, implement, and include «multiple indicators
of student academic growth and development.»
Over the last decade, DPS has moved from being the district with the lowest rate
of student academic growth among major Colorado districts to the district with the highest rate of student academic growth.
CEA believes this «other» 22.5 % should include non-standardized multiple indicators
of student academic growth.
In the teacher evaluation framework agreed to by PEAC, 45 % of a teacher's evaluation would be made up of multiple indicators
of student academic growth and development.