Sentences with phrase «school and teacher effectiveness»

In discussions of school and teacher effectiveness, our narrow focus on the official and tested curriculum neglects the equally important taught and learned curricula.

It was one of the first to adopt and implement a value - added model for school and teacher effectiveness.

Schools also vary in contextual conditions such as parental expectations, neighborhood safety, and peer influences that may directly support learning or that may contribute to school and teacher effectiveness.

His studies include the design and estimation of value - added growth measures of school and teacher effectiveness, and he has estimated value - added models for schools in over 25 states.

Frequently these policies rely on standardized testing to measure student success and determine school and teacher effectiveness.

Not exact matches

«Teacher Effectiveness Training» is one approach which has been productive with both professional (public and private school) and volunteer (church school) teachers.

Since the professional effectiveness of teachers, ministers, social workers, counseling psychologists, nurses, and psychiatrists depend so much on their skills in relating and communicating, graduate schools training them should make extensive use of growth groups.

In 2000, long - time teacher Marlene Pearson was asked by the National Marriage Project to review the effectiveness of several marriage and relationship programs used in schools.

«We are relying more than ever on state exams — to measure student achievement, to evaluate teacher and principal effectiveness, and to hold schools and districts accountable for their performance,» Regents Chancellor Merryl H. Tisch said.

Most public school teachers are feeling embattled these days, with public criticisms of their effectiveness and calls for tougher evaluations and promotion criteria.

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness The New Teacher Project (TNTP), 2009 Extensive research of teacher evaluation systems in 12 schools districts highlights our pervasive and longstanding failure to recognize and respond to variations in the effectiveness of our teTeacher Effectiveness The New Teacher Project (TNTP), 2009 Extensive research of teacher evaluation systems in 12 schools districts highlights our pervasive and longstanding failure to recognize and respond to variations in the effectiveness of Effectiveness The New Teacher Project (TNTP), 2009 Extensive research of teacher evaluation systems in 12 schools districts highlights our pervasive and longstanding failure to recognize and respond to variations in the effectiveness of our teTeacher Project (TNTP), 2009 Extensive research of teacher evaluation systems in 12 schools districts highlights our pervasive and longstanding failure to recognize and respond to variations in the effectiveness of our teteacher evaluation systems in 12 schools districts highlights our pervasive and longstanding failure to recognize and respond to variations in the effectiveness of effectiveness of our teachers.

It has also reviewed hundreds of thousands of reports to aid in distinguishing the best - quality research from weaker work, including studies on such subjects as the effectiveness of charter schools and merit pay for teachers, which have informed the ongoing debate about these issues.

In a 1956 review of the research on «School Personnel and Mental Health,» J. T. Hunt, a professor at the University of North Carolina, noted that «efforts to identify personality differences between superior and inferior school personnel, to isolate a «teacher personality,» or to predict either competence or effectiveness of student teachers by means of psychometric or projective instruments, led to limited results.&School Personnel and Mental Health,» J. T. Hunt, a professor at the University of North Carolina, noted that «efforts to identify personality differences between superior and inferior school personnel, to isolate a «teacher personality,» or to predict either competence or effectiveness of student teachers by means of psychometric or projective instruments, led to limited results.&school personnel, to isolate a «teacher personality,» or to predict either competence or effectiveness of student teachers by means of psychometric or projective instruments, led to limited results.»

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.»

Five - year evaluation study on the effectiveness of A + arts - integrated school reform strategies in Oklahoma schools, based on a survey of students, teachers, and professional - development faculty.

We have also found that teachers, schools, and charter management organizations within BCRC vary in their effectiveness in supporting the development of non-cognitive skills.

Muralidharan evaluated four different facets of the program including the impact of performance pay on learning, whether it led to any negative consequences on the teachers, the difference between group incentives and individual, and the relative effectiveness of teacher performance pay versus spending the same money on additional school inputs.

In general, teacher evaluation refers to the formal process a school uses to review and rate teachers» performance and effectiveness in the classroom.

The (c)(3) organized and trained community members, educating them, policymakers, and the general public on school reform and teacher effectiveness issues.

Some organizations direct their activities only to district and / or charter school issues, such as improving teacher quality and effectiveness, developing new public charter schools, or closing and transforming failing district schools to create new high - quality schools of choice.

This is according to new research commissioned by the All - Party Parliamentary Group (APPG) on Financial Education for Young People and funded by Martin Lewis OBE (founder of MoneySavingExpert.com), which conducted a survey of secondary school teachers to investigate the reach and effectiveness of financial education in schools.

* The country has come to understand the wide range of teacher quality and its crucial link to school effectiveness and student achievement, thanks in part to research ranging from Hanushek back to Bill Sanders» early work in Tennessee.

Researchers for the Dallas Independent School District, for example, studied the correlation between teacher effectiveness and student performance on formal assessments.

Given our enthusiasm for NCTQ's efforts, we were curious to discover whether its ranking of teacher preparation programs was consistent with the estimates of preparation effectiveness of selected education schools in Florida that Matthew Chingos and I reported in a 2011 article published in the Economics of Education Review.

Manno focuses on three of these nonprofit organizations that have had helped to lift charter school caps, implement «parent trigger» policies, and reform teacher effectiveness provisions.

There's a tendency among education reformers and economists who study data on teacher effectiveness to say, «See, teacher effectiveness varies dramatically from one teacher to another, even in the same school.

Among the more salient conclusions are: 1) that what children bring to school is vastly more important than what happens thereafter, as the Coleman Report found; 2) in examining all of the variables that impinge on student academic performance (teacher effectiveness, socio - economic advantage, appropriate evaluation criteria, etc.), none is demonstrably more significant than time spent learning «one - on - one»; and 3) that only an individualized computer program can address all these issues effectively and simultaneously.

He is particularly interested in enabling schools to secure sustained effectiveness through evidence based CPDL that encourages teachers to think critically and act strategically to respond to the professional challenges and dilemmas they encounter.

K - 12's new evaluation and pay systems focus on «effectiveness» and whether teachers teach in a high - poverty school, but most pay little or no attention to what a teacher actually teaches.

Voucher supporters, charter advocates, standards nuts, teacher - effectiveness fanatics — we all fundamentally believe that fantastic schools staffed by dedicated educators can help poor kids climb out of poverty and compete with their affluent peers.

David Hopkins, who Morris appointed to the key role of head of the Standards and Effectiveness Unit at the Department for Education and Skills, believes that «when students begin to take ownership of the learning behavior, you see something quite transformational taking place inside the school, because then it is the students who actually control learning rather than the teacher.»

The Strategic Data Project (SDP), based at Harvard, will help states and districts assemble and analyze their student and teacher data, providing policymakers with much needed information about trends on student graduation and college - going, the effectiveness of teachers and schools, and human capital management.

To the extent that teacher effectiveness is partly a function of some teachers being better suited for some students, schools, and contexts, efforts to redistribute teachers without attending to context could readily reduce the overall quality of teaching.

It is first worth noting that the inclusion of the teacher effectiveness measures does little to change the estimated effects of the teacher, school, and district characteristics discussed above.

If it does not, we will end up drawing false conclusions about the relative effectiveness of these students» teachers and schools.

There remains, as Klein is the first to remind us, vast work still to be done on raising teacher effectiveness, on improving school leadership, and on removing the blight posed by our weakest schools.

Moreover, even small differences in measured effectiveness can have practical consequences for schools and teachers, depending on how these assessments are used.

You won't find much about union support, but you will learn more about how officials and average citizens are coming to see that teacher and school effectiveness can be measured and improved.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

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.

As the school year ends and most teachers have the luxury of thinking about ways of continuing to improve their effectiveness in motivating students, I want to throw in some ideas that I've had on my mind.

But since the report's publication, scholars have developed more precise data on teacher effectiveness, and, by probing at differences in teacher quality within schools, have found very large impacts of teacher quality on student achievement.

And recent studies that consider within - school differences in teacher effectiveness show just how important teachers are (see Figure 1).

Recently, Glazerman et al. reported that even after being offered a $ 20,000 bonus to move to a high - need school in their district, only 3.5 percent of middle school teachers in the top quintile of effectiveness and 7 percent of similarly ranked elementary teachers were willing to transfer.

Simple common sense would dictate that the effectiveness of different teachers or schools should have as least as much to do with differences in what is being taught as who is doing the teaching, or under whose roof and which assessment regime.

Eric Hanushek and Paul E. Peterson recently met at the Hoover Institution at Stanford University to discuss how aligning teacher salaries with effectiveness is a necessary step to improve the efficiency of school spending.

Many elementary and middle schools require teachers to include word walls in their classrooms; those teachers know firsthand the effectiveness of word walls.

To be recognized, schools and districts demonstrate that their professional development programs result in improved teacher effectiveness and student learning and are consistent with a set of principles for professional development that are based on the best available research and exemplary practice.

As part of the Strategic Data Project's (SDP) first Institute for Leadership Analytics, participants spent four days examining student achievement data as a means to understand students» progress through high school and into college, and patterns of teacher effectiveness.

A few major areas I hope will receive attention during reauthorization are college / workplace readiness, including the promotion of more rigorous standards; greater accountability at the secondary level; more sophisticated policy and greater accountability for improving teacher effectiveness, particularly at the late elementary and secondary levels; a broadening of attention to math and science as well as to history; and refinements in AYP to focus greater attention and improvement on the persistently failing schools by offering real choices to parents of students stuck in such schools.