Sentences with phrase «principals on student achievement»

Looking at the impact of principals on student achievement, there are some small but significant effects of the tenure of a principal in a school.

The impact of NYCLA - trained principals on student achievement has been demonstrated through a rigorous, independent study conducted by researchers from the Institute for Education and Social Policy at New York University.

Although research as early as the 1970s has demonstrated the effect of principals on student achievement, the improvement of procedures used to select principals have managed to largely evade the attention of educational stakeholders, policy makers, and researchers.

Not exact matches

«We are relying more than ever on state exams — to measure student achievement, to evaluate teacher and principal effectiveness, and to hold schools and districts accountable for their performance,» Regents Chancellor Merryl H. Tisch said.

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

Cash noted through the bargain, the district is «working in close partnership with our teachers and principals to build a solid track to run on to more rapidly grow student proficiency and overall achievement well into the future.»

But you'll also need hard data on such issues as student and staff mobility, numbers of staff evaluations, and the number of efforts you, as principal, make to increase student achievement.

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

The purpose of this project is to perform the evaluation portion of a randomized control trial designed to assess the impact of The Match School Foundation, Inc.'s teacher training program for novice teachers on outcomes such as achievement growth of teachers» students, principal ratings, and retention with the ultimate goal of improving K - 12 education.

Now a new study by University of Michigan economist Brian Jacob finds that when given the authority, principals make dismissal decisions that put a premium on teacher effectiveness and student achievement.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

Finally and most significantly, Tennessee's RTTT package requires that measured student achievement comprise at least 50 % (35 % based on TVAAS gains, where available) of teacher and principal performance assessments.

To the extent that the most important staffing decisions involve sanctioning incompetent teachers and rewarding the very best teachers, a principal - based assessment system may affect achievement as positively as a merit - pay system based solely on student test results.

To achieve these objectives, KIPP schools leverage strong student - behavior policies with rewards and sanctions; contracts between students, parents, and teachers; longer school days and school on Saturdays; substantial autonomy for principals; and close monitoring of school performance in terms of student achievement and college readiness.

This study provides new evidence on the importance of school leadership by estimating individual principals» contributions to growth in student achievement.

Our basic value - added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year.

We contend, however, that evaluations based on observations of classroom practice are valuable, even if they do not predict student achievement gains considerably better than more subjective methods like principal ratings of teachers.

The new incentive, called the Race to the Top Fund, aims «to reverse the pervasive dumbing - down of academic standards and assessments by states,» the secretary said, and to punish states «that explicitly prohibit linking data on achievement or student growth to principal and teacher evaluations.»

Its efficacy depended on principals» capacity to provide targeted instructional guidance, teachers» ability to respond to the instructional feedback in a manner that generated improvements in student achievement, and the extent of district - level support and training for principals who were primarily responsible for implementing the new system.

Montgomery County's school district and union are focusing on standards - based professional development and the evaluation of teachers by principals, with the goal of improving student achievement.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

We expected to find that many of the lessons on managing for results would be spent teaching principals to leverage accountability systems to help improve instruction and drive student achievement.

The survey, released this month by MetLife Inc., found that nearly nine in 10 teachers and principals — 86 percent and 89 percent, respectively — believe that setting high expectations for students can have a major impact on student achievement.

In contrast, a meta - analysis of 35 years of research indicates that school leadership has a substantial effect on student achievement and provides guidance for experienced and aspiring principals alike.»

A study by AIR and the Institute of Education Sciences (IES) shows that even small amounts of the right kind of feedback to teachers and principals can have an effect on student achievement in math.

In this book, Eric Hanushek and Alfred Lindseth trace the history of reform efforts and conclude that the principal focus of both courts and legislatures on ever - increasing funding has done little to improve student achievement.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness; (2) Providing information to families to help them evaluate and improve their children's schools; (3) Implementing college - and career - ready standards; and (4) Improving student learning and achievement in America's lowest - performing schools by providing intensive support and effective interventions.

During his six year tenure, the district raised student achievement by elevating academic standards, aligning the curriculum and focusing on principal leadership and teachers» quality of instruction.

«We want to challenge everyone — parents, teachers, school administrators — to raise standards, by having the best teachers and principals, by tying student achievement to assessments of teachers, by making sure there is a focus on low - performing schools,» Obama said in a statement released by the White House on Monday.

This article describes a new study that provides evidence on the importance of school leadership by estimating individual principals» contributions to growth in student achievement.

The question the initiative seeks to answer is: «If an urban district and its principal training programs provide large numbers of talented, aspiring principals with the right training and on - the - job evaluation and support, will the result be a pipeline of principals who can improve teaching and student achievement district - wide, especially in schools with the greatest needs?»

In addition to examining principals» impact on student achievement on standardized tests, the study explored patterns of change in the composition of schools» teaching staff (reflecting the ability of effective principals to recruit and retain teaching talent), as well as the movement of principal talent across schools.

First, as is widely recognized, teachers and principals have the largest impact on student performance, implying leverage on the achievement side of the efficiency equation.

The teachers» value - added from prior years, in which they had been assigned students based on the principals» predilections, provided unbiased forecasts of student achievement during the randomized year.

CAMBRIDGE, MA — While it is widely believed that good school principals have a positive impact on student achievement, there has been little systematic research to date on the effect of strong school leadership.

Principals will spend valuable time trying to comply with criteria that may have little bearing on how their students perform, and may or may not boost student achievement.

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

Grusky (1963) and Bruggink (2001) report that changing principals disrupts staff members «focus on improving student achievement.

With districts accountable for raising achievement like never before, the pressure falls on principals to connect teacher evaluations to student performance and possibly also staff compensation.

Implement a comprehensive evaluation system for teachers and principals based on multiple measures of effectiveness, including student achievement

How do high - scoring principals establish a vision for the school that is centered on high student achievement?

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

When schools are considered in the aggregate, typical approaches to data use by districts and principals have no measurable influence on student achievement.

In sum, results suggest that principal turnover has significant negative effects on student achievement.

The Marzano Causal Teacher Evaluation Model has been chosen by Washington's Superintendent of Public Instruction and Washington's Teacher / Principal Evaluation Pilot as one of three preferred evaluation models, not least because the focus of the model is squarely on teacher development and increased student achievement.

Washington's high - risk designation specified that the State must submit, by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements of ESEA flexibility, including requiring local educational agencies (LEAs) to use student achievement on CCR State assessments to measure student learning growth in those systems for teachers of tested grades and subjects.

Given the significant influence of principal turnover on student achievement, mediated primarily by school culture, we developed four case studies to examine this dynamic in greater detail and to learn what part patterns of distributed leadership play in the relationships.

«One of the responsibilities of school leadership teams with the strongest correlation to improve student achievement is in the area of monitoring and evaluating the effectiveness of school practices and their impact on student learning,» Beth Wallen, principal of Panther Lake Elementary School in Kent, Wash., summarizes the need to look at results.