Sentences with phrase «other measures of teacher effectiveness»

How Do Value - Added Indicators Compare to Other Measures of Teacher Effectiveness?

Evaluation systems often attempt to offset the focus on test score data by incorporating other measures of teacher effectiveness, including observations, peer review, and other teacher materials.

These patterns can, in addition to the other measures of teacher effectiveness, inform professional learning goals.

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

The reports nearly always present a rosier picture of the student's progress (and by implication of the teacher's effectiveness) than other measures might reveal.

On the other, there are some who argue that standardized assessments provide the only measure of teacher effectiveness and student achievement.

Researcher Marguerite Roza and others have produced considerable evidence that teachers in schools serving the most - disadvantaged students have lower average salaries... [and] there is also evidence that these schools tend to have more teachers with emergency credentials and without regular certification... The problem is that these readily measured attributes of teachers have virtually nothing to do with teacher effectiveness.»

By mandating that all states develop annual standardized tests to measure student performance, NCLB created objective standards that could be used for other purposes, too — including as an ostensible means of judging teacher effectiveness.

«The MET findings reinforce the importance of evaluating teachers based on a balance of multiple measures of teaching effectiveness, in contrast to the limitations of focusing on student test scores, value - added scores or any other single measure,» Weingarten said.

These and other findings with respect to the correlates of teacher effectiveness are obtained from estimations using value - added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects in order to measure teacher effectiveness in reading and math for Florida students in fourth through eighth grades for eight school years, 2001 - 2002 through 2008 - 2009.

The deal, reached last week after months of intense negotiation, would allow data from the tests and other sources to be used as one measure of teachers» effectiveness for the first time.

Other teacher attributes: Recent studies suggest that measures of teachers» academic skills, such as SAT or ACT scores, tests of verbal ability, or the selectivity of the colleges they attended, may predict their effectiveness more accurately than the characteristics discussed above.

Teaching is entirely over scrutinized — what other profession has a multitude of evaluators who sit in the worker's cubicle, office, or warehouse and take verbatim notes of what is seen and heard, then evaluates them with no objective means because there is simply no way to objectively measure a teacher's effectiveness to ALL students.

Artificial inflation is a term I recently coined to represent what is / was happening in Houston, and elsewhere (e.g., Tennessee), when district leaders (e.g., superintendents) mandate or force principals and other teacher effectiveness appraisers or evaluators to align their observational ratings of teachers» effectiveness with teachers» value - added scores, with the latter being (sometimes relentlessly) considered the «objective measure» around which all other measures (e.g., subjective observational measures) should revolve, or align.

Finally, how do value - added measures compare to other gauges of teacher effectiveness?

In this case, this might be observed when VAM estimates of teacher (or school / district) effectiveness relate, or more specifically correlate well with other measures (e.g., supervisor evaluation scores) that are also developed to measure the same construct (e.g., teacher effectiveness) at or around the same time.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

Value - added approaches hold great promise, but there is a need to develop better tests (and other thoughtful measures of student learning) and better measures of teacher practice to use along with test scores, so they are not the sole factor used to evaluate teacher effectiveness.

However, a number of efforts to develop such indices of teacher effectiveness are under way, and the American Federation of Teachers» president, Randi Weingarten, has publicly endorsed including student - achievement results along with other measures to evaluate teacher success.

Two other education groups came forward June 1 with proposals for new teacher performance reviews that also endorsed the use of student test scores as one measure to determine teacher effectiveness.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

Any useful system of evaluation, including these bold California initiatives, will have measures of student performance and progress along with other important indicators of teacher effectiveness.

A reliable evaluation system must incorporate other measures of effectiveness, like students» feedback about their teachers and classroom observations by highly trained peer evaluators and principals.

«The MET findings reinforce the importance of evaluating teachers based on a balance of multiple measures of teaching effectiveness, in contrast to the limitations of focusing on student test scores, value - added scores, or any other single measure,» AFT President Randi Weingarten said in a statement.

TORSH Talent is an easy to use, observation, feedback and data management platform that gives school leaders and educators an opportunity to observe teachers in action, reflect on practice, collaborate with others, measure the effectiveness of instruction and provide coaching at scale.

From the results of the studies mentioned above, we might at first conclude that value - added on one test is a poor measure of a teacher's effectiveness at teaching the content and skill measured by other tests.

But instead of leaving teacher effectiveness completely up to local educators, its Encouraging Innovation and Effective Teachers Act (PDF) surprisingly requires states and districts to develop teacher evaluation systems that use multiple measures of evaluation; incorporate student achievement data; include more than two rating categories; are tied to personnel decisions; and are developed with input from parents, teachers, and otheTeachers Act (PDF) surprisingly requires states and districts to develop teacher evaluation systems that use multiple measures of evaluation; incorporate student achievement data; include more than two rating categories; are tied to personnel decisions; and are developed with input from parents, teachers, and otheteachers, and other staff.

By design, SGP models do not purport to provide causal estimates of teacher effectiveness (though this does not necessarily imply that they are less accurate measures); they are intended as a descriptive measure of what is — of test score gains relative to other students who scored similarly in the past.»

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

I have yet to see a testing company offer empirical research or any other guarantee backing the use of student achievement tests for measuring teacher effectiveness.

He made five overarching points: that's it's possible to implement measures of teacher effectiveness, that LA Unified has a higher ratio of ineffective teachers than school districts studied by other researchers, that a disproportionate number of ineffective teachers in LA Unified serve Latino and African American students, that effective teachers have a causal effect on student achievement and that teachers have long - term impacts not only on student achievement but also lifetime earnings.

CEPA research informs questions such as how to measure effectiveness, the impact of programs intended to promote teacher and leader effectiveness, the impact that effective teachers and leaders have on student outcomes, and other issues.