When test results are used
for school and educator accountability a common response has been to spend large amounts of time on so - called «test prep».
And, of course, those who are doing a good job
of school and educator accountability today will come under intense pressure to ease off.
The challenges on this score fall uniquely
on schools and educators because schools are the only institutions with the capacity and mandate to reach virtually every young person in the country.
We're involved
with schools and educators at all stages of their school improvement journey and educators can choose the level of implementation and resources which best fits their needs and context.
Solutions in the past have included extending the school day, increasing expectations through common standards, and
holding schools and educators accountable for student learning through high - stakes tests.
For that reason, even standards that are developed locally should be humble about what they can accomplish and the extent to
which schools and educators ought to change their practice as a result.
The government has assembled a panel of education and policy experts to recommend
how schools and educators can better focus resources in classrooms.
We realized the need to develop a Sustainable Schools Project Starter Kit, in order to meet this demand and extend our reach to
more schools and educators.
Third, the lack of relationship between «better» standards and achievement might be caused by low levels of compliance
by schools and educators rather than the unreliable judgment of experts.
By removing the cap, schools are getting their full bonus points for having high growth and it would
encourage schools and educators in the future to shoot for that.
However, there are
many schools and educators who are not familiar with the impact of trauma and attachment challenges on learning.
For example, she heavily used standardized test scores for the evaluation
of schools and educators, even though assessment experts said it was a bad idea.
However, other aspects of the bill are also worth noting because they would have significant implications
for schools and educators, should the legislation eventually take effect.
In reality it is a privately funded group that works against the best interests of our
public school and educators that work in community schools.
The effort will have enormous consequences for the movement to
hold schools and educators more accountable for student achievement.
With over 40 charter schools represented and 300 + candidates attending each year; this is a must attend event for both
charter schools and educators.
I am proud to share my work with a larger audience through my writing, presentations, and collaborations
with schools and educators.
Courtesy of events like Bett, the EWF and associations such as Naace, which
supports schools and educators in the best use of technology, the UK has long played a central role in developing the best pedagogies when it comes to using technology in the classroom.
Connections to data from other agencies that serve students, such as child welfare systems,
help schools and educators better support students most in need of extra assistance by identifying their needs outside of the classroom.
Common Core supporters including StudentsFirstNY, Families for
Excellent Schools and Educators 4 Excellence greeted New York State Education Commissioner John King at public forums in Brooklyn and the Bronx.
It is reasonable, then, to wonder whether we need to abandon high - stakes testing altogether or whether better tests and smarter measurement of
school and educator performance might help address the failings that Koretz describes.
Common Core is unlikely to produce meaningful changes in practice without an aligned test that
punishes schools and educators, but those types of harsh consequences are unlikely to survive the political opposition of educators and parents.
In city after city, we saw outstanding
schools and educators like East L.A.'s Jaime Escalante significantly improve the academic achievement of what were thought to be low - ability students.
With funding from the Raikes Foundation, Overdeck Family Foundation, and the Joyce Foundation, the project's aim is to rapidly generate scientific evidence about how
schools and educators at all levels can convey messages to students that they can grow their ability, that they belong and are valued at school, and that what they are doing in school matters.
States and schools plan to use the new tests to not only determine how well students are mastering the new standards, but also to make judgments
about school and educator performance.
School and educator programs use works of art in the Whitney's collection and exhibitions to create a forum for ideas, debate, and exchange.
This feels especially off to observers who routinely hear funders champion test - based metrics and teacher evaluation systems, and who consistently tout the import of holding
schools and educators accountable for their performance.