Sentences with phrase «other evidence of student learning»

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.

Not exact matches

In a classroom where students are doing the majority of the talking, where they are engaged with each other in rich, structured conversations and where they use academic vocabulary to support their ideas with evidence, I know two things are happening: Students are experiencing deeper learning, and this classroom is a step closer to ensuring educationalstudents are doing the majority of the talking, where they are engaged with each other in rich, structured conversations and where they use academic vocabulary to support their ideas with evidence, I know two things are happening: Students are experiencing deeper learning, and this classroom is a step closer to ensuring educationalStudents are experiencing deeper learning, and this classroom is a step closer to ensuring educational equity.

While the rationale is perhaps a bit misguided (some evidence suggests that our students already experience as much instructional time as their peers ~ and other research confirms that teachers in the United States spend more time on instruction than teachers in other nations do) ~ there are certainly reasons to focus on the issue ~ not least of which is the summer learning loss that disproportionately impacts our nations most disadvantaged youth.

But then one would recall that other public functions exist, such as health, transportation, and higher education, that make large and urgent claims on the budgets of state governments; that problems other than a lack of money afflict the schools, such as students who arrive unprepared for learning or life in a classroom; and that evidence for the efficacy of money per se is at best mixed.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

It offers students the opportunity to think outside of the box, to disseminate and synthesise their ideas, think critically, justify their choices using evidence... It gives students an opportunity to organise their thoughts, to stimulate interesting discussions, make links between the knowledge and skills that they have developed in and around different subjects, thus building their capital and valuing the importance of their learning in each subject, and how it links to other areas of the curriculum and life.

They should specify a more advanced level of practice with accompanying evidence, including instructional practices, student learning, and other measures.

With some students, we may need more evidence of learning than we do with other students.

The benefits of student - led discussions are well documented — students learn to purposefully reference the text as evidence as they develop opinions, and they learn to be more receptive to and respectful of the ideas of others.

They found strong evidence of an instructional interaction with teachers such that, for some teachers, students» learning of macroeconomics increased using PBL but, for others, learning increased using more traditional instructional methods.

With itslearning, students have a safe space for independent learning, and options to submit drawings, video, audio or other evidence of learning.

ARLINGTON, Va. — Two independent studies recently released provide new evidence that, on average, the students of National Board Certified Teachers learn more than students in other classrooms.

That said, other evidence (see Sections 1.1, 1.2) does suggest that principals «sharing of leadership with others in planful, yet diverse, patterns of leadership distribution is probably a worthwhile way to approach improvement in student learning.

Multiple measures of classroom practice, student learning, and other evidence related to the teacher's contribution to schoolwide improvement; and

Evidence suggests that the benefits of using technology - based tools (AT for some and IT for others) extend beyond students with learning disabilities to encompass all learners who participate in OLE investigations (Marino, in press).

Teacher rating of student note - taking skills, collaboration skills, persistence with challenging tasks, and other evidence of learning skills.

Gifted students who demonstrate clear evidence of having learning differences, sometimes clinically referred to as disabilities, are those students with dyslexia, ADD, ADHD, Asperger's / Autistic, dysgraphia and other learning styles.

The evidence from research on these and other systems indicate that through using performance assessments schools can focus instruction on higher order skills, provide a more accurate measure of what students know and can do, engage students more deeply in learning, and provide for more timely feedback to teachers, parents, and students in order to monitor and alter instruction.

Designed to facilitate more authentic and deeper learning, teachers will brainstorm ways to integrate the Essential Skills in Economics to also develop students» mastery of other K - 12 English / language arts and social studies skills such as analyzing and synthesizing primary and secondary sources; using evidence to draw conclusions and make generalizations; articulating and defending positions using content vocabulary; comparing and contrasting historical, cultural, and political perspectives; explaining cause - and - effect relationships; and practicing good citizenship skills while collaborating and compromising.

Most importantly, Dr. Darling - Hammond states that evaluation should include evidence of student learning but from sources other than standardized tests, and she rejects growth measures such as SGPs and Value - Added Models because of the ever increasing research base that says they are unreliable and create poor incentives in education.

Additional Evidence Sources — Also consider the use of other evidence sources such as lesson plans, opportunity - to - learn student surveys, parental engagement activities / efforts, and professional development actEvidence Sources — Also consider the use of other evidence sources such as lesson plans, opportunity - to - learn student surveys, parental engagement activities / efforts, and professional development actevidence sources such as lesson plans, opportunity - to - learn student surveys, parental engagement activities / efforts, and professional development activities.

Other recommendations include engaging teachers in investigations, both to learn disciplinary content and to experience inquiryoriented learning; to examine student work and other classroom artifacts for evidence of what students do and do not understand; and to apply what they have learned in their classrooms and subsequently discuss how it Other recommendations include engaging teachers in investigations, both to learn disciplinary content and to experience inquiryoriented learning; to examine student work and other classroom artifacts for evidence of what students do and do not understand; and to apply what they have learned in their classrooms and subsequently discuss how it other classroom artifacts for evidence of what students do and do not understand; and to apply what they have learned in their classrooms and subsequently discuss how it went.

This might include sharing with practitioners honest information about imprecision and instability of the measures they receive, with instructions to use them cautiously, along with other evidence that can help paint a more complete picture of how students are learning in a teacher's classroom.

more clearly acknowledges that evidence of student learning must extend beyond standardized test scores to include other measures, such as demonstration of growth over time, parental feedback, performance on formative assessments, and demonstrations of engagement and self - efficacy; and

Student learning results are evidenced by the student performance and growth on statewide assessments; district - determined assessments that are implemented by the district under section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district andStudent learning results are evidenced by the student performance and growth on statewide assessments; district - determined assessments that are implemented by the district under section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district andstudent performance and growth on statewide assessments; district - determined assessments that are implemented by the district under section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district andstudent success adopted by the district and state.

Studies published in the best economics and education journals have shown unequivocal evidence of excessive teaching to the test and drilling that produces inflated measures of students» growth in learning; cheating on tests that includes erasing incorrect answers or filling in missing responses; shifting of students out of classrooms or other efforts to exclude anticipated poor performers from testing, or alternatively, concentrating classroom teaching efforts on those students most likely to increase their test scores above a particular target, and other even more subtle strategies for increasing testing averages.

By developing evaluation plans about the impact of teaching and learning, then your own effects can lead to others seeing the value of these questions, providing evidence about the impact on student learning and teachers teaching, and create a healthy respect for ensuring all making the difference.

In a mathematics pull - out group with same - age peers, where the students were pulled from different classes other than their regular mathematics instruction, the teacher reported that the group met the needs of her students who showed more ability in mathematics, increased their motivation, and evidenced students» learning new knowledge.

Nonetheless, this line of research is a useful addition to other lines of evidence which justify a strong belief in the contributions of successful leadership to student learning.

In other words, when teacher teams realize the powerful connection between their instructional and assessment practices and the outcome of their students» learning based on assessment evidence — that new growth, their sense of effectiveness, and the ultimate impact on student learning is significantly increased.

Teacher - Assessed Student Achievement Data (TAS) This is a measure of your students» learning over the course of the year, as evidence by rigorous assessments other than the DC CAS.