Sentences with phrase «reflects teacher effectiveness»

Some doubt the validity of the tests themselves, some question the idea that student learning gains reflect teacher effectiveness, and some question the emphasis on test scores in shaping teachers» goals.

These large swings demonstrate that, whatever it is the model is measuring, it is not measuring a stable construct we would recognize as reflecting teacher effectiveness, which should not and does not, in fact, change dramatically from year to year.

Not exact matches

The general disregard for curriculum as a means to improve teacher effectiveness and student outcomes is reflected in the observation that «many teachers do not have access to strong, standards - aligned curriculum; in fact, most teachers spend hours every week searching for materials that haven't been vetted and aren't connected to ongoing, professional learning activities in their schools.»

In addition, the administration greatly expanded the TIF program, which awards grants to high - need districts to fund performance - based compensation systems, and established a new rule for winning applications: proposals would need to differentiate teacher and principal effectiveness, based in significant part on student growth, and create compensation systems that reflected those results.

As we have reflected about the impact of the NBPTS and its board - certified teachers, who still constitute only 1 percent of all teachers, it seems that the National Board and education reformers need to give far more attention to trying to increase the cost - effectiveness and the multiplier effects of board - certified teachers as leaders and exemplars.

During that time he became involved in the first use of computers in schools (in the 1980s) and at that time first questioned the effectiveness of cpd provision for teachers and began to produce materials to reflect on and address his concerns.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

If the teacher's high value - added in school A reflects her teaching ability, then the performance of students in grade 4 in school B should go up by the difference in the effectiveness between her and the teacher she is replacing.

Reflection — Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.

Among their recommendations is rewriting the annual school climate survey to more accurately reflect the opinions of teachers towards their principals» effectiveness.

Specifically, the authors examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation continued to do so when they reflected on their teaching effectiveness as full - time teachers.

As for tenure: 89 % of teachers agree that tenure should reflect evaluations of teacher effectiveness, 92 % say tenure should not protect ineffective teachers, and 80 % say that tenure should be periodically re-evaluated.

A growing body of evidence suggests that there are dramatic differences in teacher effectiveness not reflected in the subjective evaluations now in place.

Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.

Afterward, we met with the history teacher during his planning period to reflect on the effectiveness of the strategy and discuss ways he might use it himself.

Conducting action research projects and keeping reflective blogs (or journals) in which teachers analyze their experiences and reflect on their practices allowed them to see the effectiveness of technology on students» learning and to reflect on and modify their practices.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

Teachers can use common content pre-tests and post-tests as well as common items on student surveys to produce scores of student learning that more accurately reflect their effectiveness in the classroom.

``... if pay were more aligned with both effectiveness and experience, it would be quite possible to see overall salaries of teachers raised significantly from current levels — reflecting their enormous impact on students, on the incomes of students and on economic growth.»

Specifically, we examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation, continued to do so when they reflected on their teaching effectiveness as full - time teachers.

Because the new evaluations are meant to inform human capital decisionmaking — including but not limited to tenure, professional development, retention, and dismissal — understanding how data can be used to both inform, improve, and reflect effectiveness will be of key concern to each and every teacher and leader.

A strong reporting system reflecting effectiveness data and the index described above, as well as data on teacher attrition, teacher absenteeism, and teacher credentials, can lend much - needed transparency to those factors that contribute to staffing instability and inequity.

With the establishment of a variety of evidence sources that reflect the many aspects of a teacher's instructional effectiveness, you are well on your way to building a solid foundation for a well - rounded, comprehensive, and defensible teacher evaluation system.

That is, they supposedly reflect only a teacher's effectiveness, not whether she teaches high - or low - income students, for instance, or students in accelerated or standard classes.

When applied to individual teacher evaluation, the use of VAM assumes that measured student achievement gain, linked to a specific teacher, reflect that teacher's «effectiveness.»

TORSH Talent is an easy to use, observation, feedback and data management platform that gives school leaders and educators an opportunity to observe teachers in action, reflect on practice, collaborate with others, measure the effectiveness of instruction and provide coaching at scale.

Following up «On Rating The Effectiveness of Colleges of Education Using VAMs» — which is about how the US Department of Education wants teacher training programs to track how college of educations» teacher graduates» students are performing on standardized tests (i.e., teacher - level value - added that reflects all the way back to a college of education's purported quality), the proposal for these new sanctions is now open for public comment.

At least part of the variation in teacher value - added may have reflected differences in school organization effectiveness or differences in community and peer effects.

It was the will of the lawmakers that the firing of the teachers with the lowest VAMs — regardless of whether the metric reflected actually effectiveness — would make schools more like corporations, so practitioners would have to accept it.

This finding is important, because it supports the claim that the value - added score has causal content, and it supports the finding that within - school differences in teacher value - added reflect real differences in effectiveness.

Consequently, value - added from one test might not fully reflect a teacher's effectiveness at promoting learning.

These tests should not be used to reflect student capabilities, the effectiveness of teachers nor the quality of public schools.

Nevertheless, the teacher value - added scores computed in this study, despite reflecting differences in teacher effectiveness, are vulnerable to bias.

Though not yet reflected in the research linking assessment performance to teacher effectiveness, the use of performance - based assessments for teacher candidates is rapidly gaining traction, with the edTPA instrument, developed by Stanford University and partners, at the forefront.

This publication highlights a series of video clips in which participants in a recent Reform Support Network convening of the Teacher and Leader Effectiveness / Standards and Assessment Community of Practice reflect on the work of translating college - and career - ready standards from policy adoption by States to reality in the classroom.