Sentences with phrase «quality of the teaching force»

In these cases, the teaching force remained stable, yet the introduction of a new school - wide curriculum created added value that can not be attributed simply to the aggregate quality of the teaching force.

The report, «Teacher Quality in a Changing Policy Landscape: Improvements in the Teacher Pool» sought to examine, in its own words, whether «changes in the academic quality of the teaching force are associated with this unprecedented policy focus.»

The quality of our teaching force determines the level of student achievement, and student achievement directly determines how our economy will develop in the long run.

«She was convinced that the key thing affecting education outcomes is the quality of the teaching force and the background, preparation, and working conditions for teachers,» Kane says.

«She thought the quality of the teaching force was the issue rather than accountability and other things.»

'» To change that system and lift the quality of the teaching force to international levels won't be easy, cautioned Gerard Robinson, Florida's chief education officer.

In short, our evidence suggests that the existence of class - size effects is related to the quality of the teaching force.

While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account for significant portions of the immense international differences in the level and equity of student achievement.

Public - school teacher salaries increased in real terms by 400 percent in Brazil and by 200 percent in Chile, which had a positive impact on the quality of the teaching force.

San Antonio — In what appeared to be a major development in the debate over the quality of the teaching force, officials of the largest association of teacher educators expressed support this month for the idea of shifting teacher training from the undergraduate to the graduate level.

Question: Do you think that the evolving focus on policies aimed at improving the quality of our teaching force will continue, and move from almost a sole concentration on professional development (in - service) to more stringent quality controls for preservice education (admission and exit requirements), together with...

Over time, as they have succeeded in raising the quality of their teaching forces, they have started to relax the degree to which they specify their standards and curriculum, moving from a bureaucratic form of accountability to a more professional form of accountability.

Ten years ago, Kentucky leaders promised that their state's historic education reforms would improve the quality of its teaching force.

Great inequities in fiscal resources among schools and districts, and great disparities in the quality of the teaching force among these entities were ignored.

Some economists have calculated how much students» achievement could be improved by enhancing the quality of the teaching force.

These reforms may have been valuable, but they have disappointed reformers who are skeptical that the results accurately reflect the quality of the teaching force in schools where large numbers of students are not academically proficient.

Traditionally, policymakers have attempted to improve the quality of the teaching force by raising minimum credentials for entering teachers.

Educationally harmful Rather than leading to improved schooling, emphasis on tests undermine instruction and teaching and reduces the quality of the teaching force.

More frequent and rigorous evaluations are part of a new national push to improve the quality of the teaching force.

In California, there is general consensus that the performance assessment, which encourages students to focus on how they would teach a variety of students, has at least created more thoughtful teachers, even if the research isn't clear that the tests are improving the quality of the teaching force.

The federal government, state governments, school districts, institutions of higher education and the academic disciplinary societies all have a responsibility to act immediately to improve the quality of the teaching force.

The first thing that jumped out at me was the how both the teach plus press release and the edsource coverage of that release played down and ignored (respectively) what is perhaps the most important piece of information from the poll related to tenure, which was how teachers believe tenure impacts the quality of the teaching force.

A reason for the consistency of the research evidence (the ineffectiveness of professional development, however poorly designed most of the studies may be) is the quality of our teaching force itself.

Carrying out programs and activities that are designed to improve the quality of the teaching force, such as innovative professional development programs that focus on technology literacy, teacher leadership, teacher and principal preparation, and differentiated pay programs.