Sentences with phrase «school evaluations based»

That suite includes «public and private school choice,» which would be «a catalyst to improve the system»; better teacher training and evaluation; school evaluations based on student performance; and more digital learning.

Not exact matches

The latter can be found in more successful teaching programs — like the one at Waldorf School of Baltimore — that are based on inquiry - based learning, and on students» self - evaluation of their understanding of mathematical formulas and theories.

Lawmakers last year agreed to linking Common Core - based testing to the results of teacher performance evaluations, a measure that was sought by Gov. Andrew Cuomo and linked to a boost in school aid.

The Governor signed a law last year requiring all school districts to implement an evaluation system based on the statewide system approved by the State Education Department or risk losing their increase in education aidresulting in 99 percent compliance (687 out of 691 school districts implemented a system).

«The NYPD makes deployment decisions based on real school - by - school safety evaluations.

The scores are based on the evaluation of 672 school districts with fiscal years ending June 30, 2015.

Ms. Magee and the 600,000 public school teachers she represents lost out in their battle with Mr. Cuomo over the new test - based evaluations outlined in this year's budget agreement.

On the schools, the teachers are angry, because he's underfunding and he's imposing these high - stakes tests and the evaluations of teacher based on that.

Mr. Cuomo had declared he would boost education funding by just over $ 1 billion only if the legislature agreed to adopt his reform plans — which included state receivership of failing schools, an increase in the charter cap, new teacher evaluations based on state exams, and changes to teacher tenure.

On the other side are teachers unions demanding more money for traditional school budgets and a move away from test - based evaluations, not heavier reliance on them.

Public employee unions were angry with the governor for reducing pensions benefits for new workers, and teachers were upset over a property tax cap, which impacts school budgets, and test - based evaluations.

Wednesday's decision states that although 40 percent of a teacher's evaluation can still be based on test scores, half of those tests must be chosen by local school districts through collective bargaining with their union.

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

Betty Rosa, the Regents chancellor and a former New York City school administrator, noted the current evaluation law has created a situation under which teachers in fields not covered by state tests, such as physical education, often find themselves rated on the basis of student achievement in areas that are tested, such as English and math.

The foundation long backed controversial education reforms, including retooling teacher evaluation and compensation systems based in part on student test scores and creating smaller schools.

He called for raising the cap on charter schools, extending tenure from three to five years, putting struggling schools into «receivership» and basing half a teacher's evaluation on student test scores.

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

Magee has become central to the statewide effort to battle reforms such as standardized testing, teacher evaluations based on test scores and penalties for schools that do not meet certain standards.

New York has a 3 - to 4 - year probationary periods for new teachers and a new evaluation system, which established an expedited process allowing schools to hold teachers accountable based on teacher evaluation results.

Attacking new teacher evaluation systems that are, for the first time, enabling district public schools to make decisions based on teacher quality, does violence to the cause of improving the quality of education for the overwhelming majority of students who don't attend charter schools.

Included among the proposed reforms is a teacher evaluation system based half on student test scores, an increase in the length of time before a teacher is eligible for tenure and allowing the state to take over failing schools and districts.

One Cuomo promise was «to break... the only remaining public monopoly,» referring to public schools and teachers unions, by promoting charter schools, private school tuition tax credits, and a new round of teacher evaluations based on Common Core - aligned high - stakes testing.

The new evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher evaluations based on multiple measures of performance including student achievement and rigorous classroom observations.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

BOX 23, A-15-4; 30219212 / 734979 SAPA Requests for Translations of SAPA materials, 1966 - 1968 Prerequisites for SAPA The Psychological Basis of SAPA, 1965 Requests for SAPA to be Used in Canada, 1966 - 1968 Requests for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA for NSTA and Other Meetings, 1968 Suggestions for Revisions of Part 4, 1967 - 1968 Suggestions for Revisions of the Commentary, 1967 - 1968 Summer Institutes for SAPA, Locations, 1968 Summer Institutes for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About Evaluations, 1968 Tryout Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer Teachers for Parts F & G, 1967 - 1968 List of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969 Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders) Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets for Competency Measures, 1966

In a new paper published this week in the American Journal of Medical Genetics, first author Miguel del Campo, MD, PhD, associate professor in the Department of Pediatrics at University of California San Diego School of Medicine, and colleagues in Brazil and Spain, describe the phenotypic spectrum or set of observable characteristics of congenital Zika (ZIKV) syndrome, based upon clinical evaluations and neuroimaging of 83 Brazilian children with presumed or confirmed ZIKV congenital infections.

A Qualitative Evaluation of Student Learning and Skills Use in a School - Based Mindfulness and Yoga Program.

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.

In sum, in the largest lottery - based evaluation of charter schools to date, we find that charter schools in New York City are having positive effects on the academic progress of the students who attend them.

We also offered the schools outside evaluations by a Massachusetts - based team of charter experts that provided school leaders and Fordham with thorough analyses of the strengths and weaknesses of individual schools and assisted in developing plans for bettering their performance.

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

Schools operating under the alternative contract would be free to evaluate teachers based on student performance and evaluation, as well as classroom observation and other evidence.

Evaluations led by Harvard's Tom Kane and MIT's Josh Angrist have used this lottery - based method to convince most skeptics that the impressive test - score performance of the Boston charter sector reflects real differences in school quality rather than the types of students charter schools serve.

This change in approach arose out of school - based evaluation that identified a lack of engagement and motivation in students which was impacting on student learning outcomes and behaviour.

So this Republican - backed board decided to push from the bottom up the same agenda the Obama administration was pushing from the top down: higher standards, test - based teacher evaluations, and more school choice.

With the importance of education fresh in her mind, Vegas went on to pursue a master's in public policy at Duke and then a doctorate at the Ed School, where her dissertation was an economic and research - based evaluation of «how we could design policies to attract, retain, and motivate better teachers,» she says.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

Because Paedae taught advanced math to eleventh and twelfth graders, while the Florida FCAT only tested students through grade eight, 50 percent of her evaluation was based «on the school - wide performance of students taking the tenth - grade FCAT reading test — a test in a different subject administered... to different students in an earlier grade» (p. 3).

Drawing on an evaluation of the Montclair model and other research, the report concludes that school - choice plans based on magnet schools «appear most promising in meeting the educational goals of achieving racial balance, providing quality education, and offering diverse educational programs.»

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lBased on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lbased learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school lbased learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.

«School reform» has taken on a very particular meaning in the past decade: reformers are those who support things like charter schooling, accountability, test - based teacher evaluation, and the Common Core.

Challenges «Upon joining Polesworth as Deputy Head (School Self - Evaluation) one of my first challenges was to update the paper - based Performance Management procedures.

It's a team - based competition where up to four students from the same school are given five days to work on a modelling task (located in a real - world setting), write a report and submit it for evaluation.

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

In exchange for that flexibility, the administration will require states to adopt standards for college and career readiness, focus improvement efforts on 15 percent of the most troubled schools, and create guidelines for teacher evaluations based in part on student performance.

Meanwhile, in school districts from Washington, D.C., to Los Angeles and Seattle, teacher unions and superintendents have clashed over the use of new evaluation systems that base compensation on student test scores.

In an analysis of the program, political scientist William Howell wrote that RttT encouraged applicants to develop «common core state standards,» design a teacher evaluation plan based in part on the performance of their students, ensure «successful conditions for high - performing charter schools,» and numerous other reforms (see «Results of President Obama's Race to the Top,» research, Fall 2015).

Yet, although test - based evaluations of schools seem to occur almost as often as fire drills, in most instances these evaluations are inaccurate.

A semi-separate issue is the question of tenure itself: should teachers, often by the age of twenty - five, obtain guaranteed lifetime employment in a school system on the basis of a few years of satisfactory evaluations?

Not only are the results of the NCLB school - by - school evaluations widely disseminated, there are also penalties for schools that receive NCLB funds yet fail to make sufficient test - based progress.