Sentences with phrase «principal effectiveness scores»

The adjusted models were the models that were actually used by the state to make predictions that fed into teacher and principal effectiveness scores.

Not exact matches

Of course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectiveness.

It embedded «improving teacher and principal effectiveness based on performance» into its rubric for scoring applications and awarded the category more than 10 percent of the total available points.

We analyzed scores on the inventory descriptively and used them to predict time - use data collected via in - person observations, a survey - based measure of job stress, and measures of perceived job effectiveness obtained from assistant principals and teachers in the school.

«We were surprised that a principal recommendation of the report was to judge the effectiveness of a teacher preparation program by, among other things, the test scores of students being taught by its graduates,» Weingarten said in a statement.

States» applications to secure one of the federal grants will be scored on the basis of more than 30 selection criteria, involving such education improvement priorities as school turnaround, teacher and principal effectiveness, and encouragement of high - quality charter schools.

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.

New research attempts to determine the best way to measure principal effectiveness using students» test scores — and finds that the task is trickier than anticipated.

The BETA report concludes that «the model selected to estimate growth scores for New York State represents a first effort to produce fair and accurate estimates of individual teacher and principal effectiveness based on a limited set of data» (p. 35).

In response first to the federal Race to the Top grant and then the NCLB waiver mandates, Connecticut developed a teacher and principal evaluation system calling for student standardized test scores to be a part of a teacher and principal's effectiveness rating.

Although research shows that BTR graduates are initially not more effective at raising student test scores than other new teachers, the effectiveness of BTR graduates improves rapidly over time, and by their fourth and fifth years in the classroom, BTR graduates outperform other veteran teachers.70 Further, principals are very satisfied with the performance of former residents in their building: A recent survey conducted by BTR found that 97 percent of principals who employ teachers who are alumni of BTR «would recommend hiring a BTR graduate to a colleague.»

However, NAESP can not support the department's recommendation to judge principal effectiveness «in significant measure» on student achievement data that relies primarily on standardized test scores.

It is a response to the current context where, in order to meet federal program requirements, states and local districts have hastily devised principal and school leader evaluation plans that quantify «effectiveness» based in significant part on standardized test scores.