Sentences with phrase «quality of student outcomes»

Worked with instructional staff, parents, and community to improve quality of student outcomes.

Collaborated with instructional staff, other school personnel, parents and a variety of community resources to improve overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.

Collaborate with staff and parents to improve the quality of student outcomes and achieve objectives

Collaborate with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes.

Promotes good study habits and student independence for the purpose of improving the quality of student outcomes.

The reason is that transformational leadership is more focused on the relationship between leaders and followers than on the educational work of school leadership, and the quality of these relationships is not predictive of the quality of student outcomes.

Not exact matches

Main Outcomes and Measures Nutritional quality was assessed by calculating monthly mean adequacy ratio and energy density of the foods selected by students each day.

In addition, following enactment in the final budget of legislation that makes for - profit colleges eligible for the state's Enhanced Tuition Awards and STEM Scholarship programs regardless of their record on student loan debt and employment outcomes, stronger quality controls and student protections are essential.»

By ensuring that teachers have 21st century knowledge, providing science and math curriculum in elementary school, having school districts identify gaps in availability of high quality math and science courses, and providing those courses to all students, we will be able to improve the outcomes of our students in the critical areas of math, science, technology and engineering.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

The studies reviewed in this paper examined academic outcomes, amount and quality of sleep, mental health indicators, attendance, and student alertness.

For example, the federal Elementary and Secondary Education Act allocates additional funding to school districts with a high percentage of low - income students, who are more likely to have poor educational outcomes for reasons unrelated to school quality.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

The report includes several randomised controlled trials and documents how dosage (participation in certain activity), fidelity (ongoing support), quality of implementation (support from principals) and acceptability (teachers» participation and attitudes to that activity) influence students» academic and behavioural outcomes, and teachers» attitudes and practices.

The download pack includes: - Key activities scheme, week by week learning activities - All worksheets which are ready to print or use on a whiteboard / projector / interactive whiteboard - Visual examples of final outcomes - What to look for in taking good quality primary resource photographs There is also a designers catalogue of contemporary artists / designers to allow students to look at different materials and how they have been manipulated.

Put simply, a principal and leadership team that knows how to use the resources and expertise available to them in ways that maximise the outcomes students can achieve is a key determinant of the success of the school and, in particular, the extent to which teachers can deliver high quality teaching to each and every class.

IDEA addresses the student's quality of life, a measurable outcome that incorporates academic outcomes.

Finally, although the lion's share of teacher - quality research since the Coleman Report has focused on the connections between teacher quality and student test scores, new evidence is shining a light on the extent to which teachers affect other long - term non-test student outcomes as well.

Important work by Stanford University researcher Raj Chetty and his colleagues finds that value - added measures of teacher quality predict students» outcomes long into the future.

Yet until very recently there was little rigorous research demonstrating the importance of principal quality for student outcomes, much less the specific practices that cause some principals to be more successful than others.

Despite persuasive evidence suggesting that a high - quality curriculum is a more cost - effective means of improving student outcomes than many more - popular ed - reform measures, such as merit pay for teachers or reducing class size, states have largely ignored curriculum reform.

For student outcomes, greater emphasis on the selection and retention of high - quality principals would appear to have a very high payoff.

The technologies and approach to education associated with synchronous and asynchronous learning can improve the quality of teacher instruction, student - teacher interactions, and improve student - learning outcomes.

If we want to nurture high standards, if we want teachers to take responsibility for the quality of instruction and for student outcomes, we need public policies and school organizations that demand that teacher unions behave differently.

Handy set of 20 original photos to take the hard work out of searching for those perfect good quality images needed for assisting students with their outcomes.

Try to think of an education policy that 1) has been shown, in dozens of studies across multiple decades, to positively affect student outcomes; 2) has the overwhelming support of parents and voters; 3) reinforces many other policies and facilitates quality research; and 4) has been used widely at the district, state, and national levels for decades or more.

It says the two with the strongest evidence in improving student outcomes are: content knowledge (including how students think about content); and quality of instruction (including effective questioning and use of assessment).

Jensen suggests that the majority of studies around the world have shown that class size reductions do not significantly improve student outcomes, and that the funds should have been redirected toward enhancing teacher quality.

Instead of asking whether we should or should not test students at all, we should focus on how we can use the highest - quality assessments and ensure that outcomes are given to educators so they can improve instruction.

In addition to looking at the quality of their education and the outcomes of these students, the Committee will also look at safeguarding and resources within AP, provision of AP within schools and regulation of independent providers.»

Clearly, both the student population and the quality of instruction affect student outcomes, and policies should take both factors into consideration.

A common outcome of that artificiality is that teachers feel disappointed in the quality of writing turned in because the students are capable of better results.

The report recommends how states considering such policies can ensure that high - quality courses reach as many students as possible and how to stage the implementation of Course Access in smart ways over time to achieve desirable outcomes for all students.

SCSF asked an independent research team to conduct an experimental evaluation of the impact of the intervention on student achievement and other outcomes, such as school climate and school quality, as reported by the students» parents or other guardians.

In a new Public Impact policy brief, A Better Blend: A Vision for Boosting Student Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largeStudent Outcomes with Digital Learning, which we co-authored with Joe Ableidinger and Jiye Grace Han, we explain how schools can use blended learning to drive improvements in the quality of digital instruction, transform teaching into a highly paid, opportunity - rich career that extends the reach of excellent teachers to all students and teaching peers, and improve student learning at largestudent learning at large scale.

Given that there is no technically correct set of standards and given that expert judgment about the quality of standards has never been validated by better student outcomes, there is no reason for Arkansas to defer to the small group of national experts who drafted the Common Core standards.

• A different Chetty study reports that «students who were randomly assigned to higher - quality classrooms in grades K — 3 — as measured by classmates» end - of - class test scores — have higher earnings, college attendance rates, and other outcomes.»

Federal and state officials collect data about the characteristics of students with disabilities and certain outcomes for those students, but little is known about the quality of education they receive, according to a report from the Editorial Projects in Education Research Center.

The research tells us that one of the most significant influencers of student learning outcomes is the quality of teaching.

The importance of teacher quality as a key determinant of students» experiences and outcomes of schooling.

Why doesn't accreditation improve the quality of teacher preparation programs as judged by measurable increases in learning outcomes for the students in the classes of their graduates?

At the same time, the cost - effectiveness of the board's approach, its focus on what teachers should know and be able to do rather than on the student outcomes or achievement associated with teaching, and its methods of assessing teacher quality, are features that have attracted strong criticism — issues we will return to later in this article.

«Assessment boils down to evidence of learning,» but the important outcomes we should be evaluating in students are in fact the most «hard to measure» and subsequently these qualities are simply not being assessed.

For example, IES provides the foundations of factual information and research with the collection of clear, consistent, high - quality data through the National Center for Education Statistics (NCES).1 It is through the efforts of IES, which conducts its work free from political influence, that we are able to understand trends in our student populations, schools and universities, and an array of inputs and outcomes that span early childhood to adult education.

Our data on students» adult outcomes include earnings, college attendance, college quality (measured by the earnings of previous graduates of the same college), neighborhood quality (measured by the percentage of college graduates in their zip code), teenage birth rates for females (measured by claiming a dependent born when the woman was still a teenager), and retirement savings (measured by contributions to 401 [k] plans).

I would love to see schools also adopt a page from the new EQUIP higher education program and bring in an outside quality assurance entity that would audit the claims on outcomes — across a wide range of objectives — a school makes to drive better student and family decision - making.

The creation of the new unit with a single focus on infrastructure delivery will enable the Department of Education to maintain focus on its strengths, continuing to deliver the high quality teaching and learning outcomes that are attracting a growing number of students to NSW government schools.

We look at student outcomes and we say, «well that must be a quality teacher because look at the student outcomes» — well that's part of the picture as I say.

The main course of lessons requires quality time for students to consume learning outcomes, and for teachers to coach and guide.

This fact sheet summarizes key elements of high - quality and effective preparation and professional development programs designed to enable principals to improve student and school outcomes.