Sentences with phrase «reward teacher quality»

Would consolidate existing teacher - quality programs and offer states flexible block grants if they adopt policies to advance and reward teacher quality and establish evaluation systems that focus on helping teachers advance student achievement.

«I have seen the effect in my own school, and know that any school that wishes to support and reward teacher quality should be able to do so.

Not exact matches

«Whilst we welcome extra money for Northern Ireland, Scotland and Wales, it is important that extra money is used to recognise, reward and support teachers in delivering the high quality education that pupils need and deserve.

The U.S. should also improve our education system, especially by making science, technology, engineering and math more attractive for students and by rewarding quality teachers.

Children and young people are being short changed by this government as they can not receive their entitlement to high quality education when talented teachers are leaving and potential recruits can find jobs in other graduate occupations which recognise and better reward their talents.»

These pension plans reward longevity with an employer, creating economic incentives for high - quality teachers to stay in the profession.

Under IMPACT, the district sets detailed standards for high - quality instruction, conducts multiple observations, assesses individual performance based on evidence of student progress, and retains and rewards teachers based on annual ratings.

The book makes three recommendations: a much smaller, selective, intellectually engaged, and better compensated teaching force supported by technology; an open, transparent, and accountable system of preparation and professional development that drives out inferior providers and rewards success; and increased responsibility for teacher development in the hands of principals, who may be the strongest determinant of teacher quality on the job.

In our zeal to measure educational output and teacher quality — to reward those who do it well and punish those who don't measure up — we remain resolutely incurious about what exactly kids do in school all day.

Budget includes $ 100 million for teacher - quality initiatives, half of which will be directed toward raising teacher salaries and half designed for financial rewards for teachers at low - performing schools whose students show marked academic gains.

First, it should be conceded that Duncan has a great idea, rewarding states willing to undertake reforms such as launching high - quality charter schools (while closing bad ones) and using data to evaluate teacher effectiveness.

This struck me as a triple win: the students had a high - quality learning experience, the teacher had a rewarding professional experience, and the burden of creating the unit was shared among a group of teachers rather than each teacher laboring in isolation.

Much as lawyers and doctors ensure quality within their professions through bar examinations and board certification, the AFT and the NEA call for higher certification standards for new teachers (but rarely for current teachers), apprenticeships, peer review, and rewards for teachers who earn additional credentials, such as National Board certification.

From our perspective, we are keen to ensure that the value of SCITTs in developing the quality teachers of the future continues to be recognised and rewarded.

The criticisms suggest that, despite the relative sophistication of the career ladder, its efficacy in rewarding high - quality teachers remains an open question.

School leaders can use the SPTQ to gain a useful overview of the quality of teaching in their school, identify professional learning needs, and provide a basis for rewarding and recognising teachers who attain high teaching standards.

These include reducing licensure barriers, improving the quality of professional development and teacher preparation, luring and retaining good teachers by recognizing and rewarding them, and so forth.

These mixed findings underscore the challenge of designing a system of teachers» compensation that rewards quality in a fair and equitable manner — a political challenge as much as a technical one.

Doing this the way we do in many places now, however — treating one test as a comprehensive indicator of student achievement, pretending that scores taken by themselves are a trustworthy indicator of school quality, and rewarding and punishing teachers and students for scores — is just too simple.

While principals have always been limited in their ability to hire, remove, or reward personnel, they are now pressed both by expectations and by statute to play an increasingly aggressive role in ensuring teacher quality.

But on the specific issue of attracting high - quality teachers to teach in at - risk schools or with difficult student populations, Jennifer Steele, Ed.D.» 08, says financial rewards have an impact.

Schools and academies are being asked to sign up to the charter which pledges to give teachers: - A fair and reasonable workload - High - quality training and professional development opportunities that meet the needs of individual members of staff - Competitive and attractive pay and rewards packages - Prohibiting the use of «probationary period» contracts in schools

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

The imprecision of statistical models that estimate year - to - year changes in student test scores to evaluate the quality of individual schools and teachers is sufficiently large that accountability systems frequently sanction success and reward failure.

Ensuring quality teachers in every classroom by recruiting, training, retaining, and rewarding teachers and school leaders; creating career ladders and increasing pay for effective teachers who serve as mentors, teach in high - need subjects, such as math and science, and who excel in the classroom; and by identifying ineffective and struggling teachers, providing them with individual help and support, and removing them from the classroom in a quick and fair way if they still underperform.

RTT priorities appeared pretty much out of nowhere — with the dictate that states would not be rewarded for successes in data systems or teacher quality alone, but would be required to punch off all 19 boxes in sprawling applications if they were to seek funds.

According to Oliver, the company also provides subs with feedback about their performance, runs «substitute teacher of the month» competitions, and rewards quality subs with retention bonuses and other awards.

Recruiting, retaining, training, and rewarding high - quality teachers and principals must be a high priority.

Public Agenda reported in 2006 that only 20 percent of superintendents and 17 percent of principals thought linking rewards or sanctions to student learning would be a «very effective» way to improve teacher quality.

New York City's school system, the largest in the United States, recently layered on top of NCLB a system of sanctions (up to and including removing principals from their jobs) and financial rewards for both schools and their principals; this system gives teachers and principals alike strong incentives to care about the quality of the teaching in their classrooms.

Another unanswered question is whether this contract does anything of consequence to attract high - quality individuals into the classroom, reward great teachers and retain the best teachers.

More importantly, it is unfair to high - quality teachers, especially younger teachers, who don't get immediate reward for their performance, have to wait 20 years or more to reap the full benefits, may not get the full benefits if they leave the profession (which is possible in an age in which one can change careers at least three times during their working lives), and must deal with laggard colleagues being paid equal pay for less - than - stellar work.

In The October 1st edition of the Wall Street Journal, there is an article which claims that a push is coming from the Obama administration to improve teacher quality by rewarding colleges of education that produce teachers whose students do well on standardized tests.

We believe that highly effective teachers must be recognized, rewarded, and supported, and we are committed to providing high - quality, meaningful professional development that is proven to improve student achievement.

Policy makers will begin to jettison the archaic system of awarding teachers continuing education credits and modest salary bumps for attending externally driven workshops and will turn to Digital Promise and its partners in creating microcredentials that allow teachers to drive their own high - quality professional learning — and be recognized and rewarded for it.

Given that defined - benefit pensions (along with near - free healthcare benefits, near - lifetime employment rules in the form of tenure, and seniority - and degree - based pay scales) have been proven to be ineffective in either spurring improvements in student achievement, are a disincentive in rewarding high - quality work by teachers (who get the same levels of compensation as laggard colleagues), and actually serve as a disincentive to luring math and science collegians into teaching, it is high time to scrap this and other aspects of traditional teacher compensation.

By providing students with criteria and models of excellence, teachers are often rewarded with higher quality products and performances.

TeacherMatch probably isn't any worse than the methods the district uses now to rate and reward teachers it's already hired — seniority and advanced - degree attainment, which have little to do with teacher quality.

Elevating the profession means doing a far better job of preparing, attracting, developing, evaluating, coaching, recognizing, rewarding, and advancing quality teachers and leaders in our school system.

[1] According to the survey, «For school districts, which receive the majority of these funds, allowable uses include: recruiting and retaining highly qualified teachers; offering professional development in core academic areas; promoting growth and rewarding quality teaching through mentoring, induction, and other support services; testing teachers in academic areas; and reducing class size.»

He zeroed in on a critical policy weakness in our efforts to recruit, retain and reward our best teachers and leaders, even though research has shown the quality of a child's teacher and school leader are the two most important school - based factor impacting a child's success.

Calling the current pay model, which rewards longevity and educational degrees, «outdated and not connected to quality outcomes,» Bell announced support for a new model that rewards teachers based on performance, national certification, taking leadership roles, more difficult assignments such as bilingual or special education, and working in poorly performing schools.

This is true, and it's a fine argument for focusing education policy efforts on sustainable teacher quality reforms, such as recruiting more academically talented young people into the profession, requiring new teachers to undergo significant apprenticeship periods working alongside master educators, and creating career ladders that reward excellent teachers who agree to stay in the classroom long - term and mentor their peers.

Provide special bonuses to high - achieving teachers, administrators and schools to attract high - quality professionals into teaching and to reward those teachers who are doing an excellent job.

The candidates also disagree on key issues, including how to improve low - achieving campuses, how to measure teacher quality, and whether to reward good teachers and principals with bonuses.

Becoming a teacher in Wyoming might mean working in more rural, agrarian regions of the state, but these areas are still in need of quality teachers who find intrinsic reward in helping all of their students receive the education they deserve.

Initiatives to develop teaching quality and effectiveness must consider not only how to identify, reward, and use teachers» skills and abilities, but also how to develop teaching contexts that enable good practice.

Teachers are the single most important school - related factor in the quality of a student's education, and this reward is a positive step...

So we must continue to overhaul how we recruit, train, evaluate, and reward teachers; develop stronger, more - entrepreneurial school leaders; expand the number of high - quality school options for all kids; provide all kids with rigorous college preparatory curricula; make parents the lead decision - makers in education and given them the tools they need to make smart decisions for their kids; and build cultures of genius in which the potential of all kids can be nurtured.

This «rock star,» yet again, brought with her her one string guitar, speaking in favor of South Carolina's House Bill 4419 that «addresses the way teachers are evaluated [i.e., using VAMs], rewards effective teachers with recognition and the opportunity to earn higher salaries [i.e., merit pay] and gives school leaders the opportunity and the tools to build and maintain a quality team of teachers [i.e., humbuggery, for the lack of a more colorful term].»