Sentences with phrase «quality principal performance»

Not exact matches

«New York's children deserve a top - quality education, and the state's new teacher evaluation system will ensure that teachers and principals are held responsible for students performance.»

In his letter, Duncan expressed his disappointment in the failure of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) state assessments as a significant factor in determining teacher and principal performance levels.»

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

In addition, the principal must demonstrate that she and her staff are conducting high quality observations that fairly and accurately reflect teaching performance and that teachers are using high quality measures of student achievement in the form of SGOs.

An economist, Dr. Player focuses on the education workforce, particularly the links among policy, funding, performance incentives and the quality of teachers and principals.

This toolkit offers guidance and recommendations on how states can improve principal preparation by increasing the depth and rigor of their preparation evaluation process, thus enabling them to accurately assess quality, promote program improvement, and intervene when performance is not satisfactory.

The State Evaluation of Principal Preparation Programs Toolkit — or SEP3 Toolkit — provides essential guidance on implementing a more in - depth and rigorous principal preparation evaluation process, thereby enabling states to accurately assess quality, promote improvement, and intervene in the case of performance that raises Principal Preparation Programs Toolkit — or SEP3 Toolkit — provides essential guidance on implementing a more in - depth and rigorous principal preparation evaluation process, thereby enabling states to accurately assess quality, promote improvement, and intervene in the case of performance that raises principal preparation evaluation process, thereby enabling states to accurately assess quality, promote improvement, and intervene in the case of performance that raises concerns.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

Efforts to improve educator quality and to attract the most effective teachers and principals to high - need schools have caused policymakers at the federal, state, and local levels to promote pay - for - performance plans.

The Commission of Higher Education is working to: 1) improve the quality of teacher preparation and performance; 2) open the level of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary options.

Berliner seemed to shield teachers from much of the responsibility for poor academic performance by students as he testified that conditions beyond the classroom — he mentioned about nine of them — account for 60 percent of what influences a student's scholastic achievement whereas in - school factors such as class size, curriculum, the quality of the principal and the teacher account for only 20 percent.

It describes the four components of the pipelines: Job standards for principals, high - quality pre-service training, rigorous hiring procedures, and tightly aligned on - the - job performance evaluation and support.

Pay - for - performance compensation systems seek to improve educator quality and attract the most effective teachers and principals to high - needs schools.

The evaluation rubric currently in place, known as the Principal Performance Review, assigns principals a rating based on their school's score on the city progress report, the results of their school's most recent «Quality Review,» how well they met the «goals and objectives» they set out, and their compliance with city policies.

It will also share information about the Teacher Incentive Fund, a federal program that helps high - need schools develop and implement performance - based teacher and principal compensation systems, and Title II of the Elementary and Secondary Education Act, which focuses on preparing, training, and recruiting high - quality teachers and principals.

More recent high - quality studies have provided evidence that schools improve their performance when they face sanctions (Ahn and Vigdor 2014), that principals and teachers focus time and effort in different ways that improve performance when their school receives low ratings (Rouse, et al 2013), and that teachers threatened with dismissal for an ineffective rating improved their performance (Dee and Wykoff 2014).

He has authored several publications on principal evaluation design, including the Practical Guide to Designing Comprehensive Principal Evaluation Systems (2011), The Five Essential Practices of School Leadership (2014), Framework for Evaluating Assistant Principal Performance (2015), and Quality School Leadership Identification (2010principal evaluation design, including the Practical Guide to Designing Comprehensive Principal Evaluation Systems (2011), The Five Essential Practices of School Leadership (2014), Framework for Evaluating Assistant Principal Performance (2015), and Quality School Leadership Identification (2010Principal Evaluation Systems (2011), The Five Essential Practices of School Leadership (2014), Framework for Evaluating Assistant Principal Performance (2015), and Quality School Leadership Identification (2010Principal Performance (2015), and Quality School Leadership Identification (2010) guides.

Most important, the research finds that it is possible for districts to put in place the four key parts of a strong principal pipeline: apt standards for principals, high - quality pre-service training, rigorous hiring procedures, and tightly aligned on - the - job performance evaluation and support.

The key tenets of these pipelines are principal standards, high - quality training, selective hiring, and a combination of solid on - the - job support and performance evaluation, especially for new hires.

Research, in fact, consistently finds a strong correlation between measures of principal quality and school characteristics — especially student performance levels and the percentage of the school population living in poverty enrolled in the school.

Koinis - Mitchell is the principal investigator of a study funded by the National Institutes of Health that examines the co-occurrence of sleep quality and academic performance in urban children who have asthma and allergic rhinitis, as well as healthy children.

Wolfe says, «We are still getting emails from teachers and principals about how professional the quality of the performance was, and how the kids are still talking about the experience — days and weeks after we've left.