Sentences with phrase «student academic progress»

In a statement, the teachers union also emphasized that the agreement rejected the use of the district's method of measuring student academic progress for individual instructors.

Those who say tenure should be based on student academic progress increased from 49 percent to 55 percent between 2010 and 2011.

This statistical methodology introduced a new paradigm for predicting student academic progress and comparing the prediction to the contribution of individual teachers (or value added) as measured by student gain scores.

This is true of the growth models used to represent student academic progress in schools and districts.

The three years of testing in a row is designed to measure student academic progress through high school, a cornerstone of the state's plan to judge schools.

The model recommends that 40 percent of a principal's evaluation be based on student academic progress, as determined by multiple measures of learning and achievement.

Under a court - ordered deadline, both sides agreed to include measures of student academic progress, including the use of state standardized test scores.

The Code of Virginia requires that (1) principal evaluations be consistent with the performance objectives (standards) set forth in the Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student academic progress.

Effectively lead teaching and learning appropriate to the needs of all students in the school, which results in measurable student academic progress

That's why GreatSchools ratings in a growing number of states and cities includes data about student academic progress over time, high school graduation rates, and college readiness including SAT / ACT performance and participation.

The Guidelines for Uniform Performance Standards and Evaluation Criteria for Superintendents incorporate student academic progress as a significant component of the evaluation while encouraging local flexibility in implementation.

Teachers certified by the National Board for Professional Teaching Standards are for the most part no more effective in producing student academic progress than teachers without the special status, a long - awaited study concludes.

Performance Standard 1: Mission, Vision, and Goals The superintendent works with the local school board to formulate and implement the school division's mission, vision, and goals to promote student academic progress.

Module 7: Rating Criteria for Student Achievement Goal Setting Annie Harman outlines the recommended criteria for evaluating teachers» performance on Standard 7 — Student Academic Progress using Student Achievement Goals.

And some civil rights leaders decry efforts to undermine testing, which helps provide accountability for minority student academic progress, especially in low - income communities.

Bringing exceptional skills in program development, teacher training needs identification, and student academic progress facilitation.

The Code of Virginia requires that school boards» procedures for evaluating teachers and principals address student academic progress; how this requirement is met is the responsibility of local school boards.

The model recommends that 40 percent of a superintendent's evaluation be based on student academic progress, as determined by multiple measures of learning and achievement.

This permits NAEP to provide a clear picture of student academic progress over time.

NCLB sold the nation on the idea that yearly standardized testing of all children provided necessary information when in reality the results from the random use of the long - established National Assessment of Educational Progress (NAEP) continues to provide consistent national monitoring of student academic progress.

As Congress begins preparing for debate over the reauthorization of No Child Left Behind, state schools chief Tom Torlakson has joined the chorus of voices calling for the replacement of Adequate Yearly Progress with a new growth system - one that not only measures student academic progress but also health and wellness, and school dropout rates.

· Base teacher evaluations on multiple measures of performance including «value - added» data on student academic progress.

Under the bill, schools would have to measure student academic progress and report it by subgroup — race, family income, whether students are English - language learners or have disabilities — and issue annual report cards.

Therefore, we place heavy emphasis on measuring annual same - student academic progress.

«With regard to student academic progress,» Sanders said, «the effectiveness of adults within buildings is more important than the mailing addresses of their students.»

The ACI mentors provide coaching to assistant principals through the use of inquiry based practices and feedback on the VDOE Performance Standards for Principals in the primary area (s) of: • Instructional Leadership; • Human Resources Management; and • Student Academic Progress.

L.A. Unified now joins Chicago, New York and many other cities in using testing data as one measure of a teacher's effect on student academic progress.

Foster the success of each student by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement

Eleven organizations, including E4E - Los Angeles, expressed support for the Obama administration's efforts to protect the rights of students and provide parents with objective, annual information on student academic progress.

The Guidelines call for each superintendent to receive a summative evaluation rating and that the rating be determined by weighting the first six standards equally at ten percent each, and that the seventh standard, student academic progress, account for 40 percent of the summative evaluation.

Performance Standard 1: Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

The Code of Virginia requires that (1) superintendent evaluations be consistent with the performance objectives (standards) set forth in the Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student academic progress.

The Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals calls for each principal to receive a summative evaluation rating and that the rating be determined by weighting the first six standards equally at 10 percent each, and that the seventh standard, student academic progress, account for 40 percent of the summative evaluation.

Performance Standard 3: Instructional Leadership The superintendent fosters the success of all teachers, staff, and students by ensuring the development, communication, implementation, and evaluation of effective teaching and learning that leads to student academic progress and school improvement.

Performance Standard 7: Divisionwide Student Academic Progress The superintendent's leadership results in acceptable, measurable divisionwide student academic progress based on established standards.

Module 4: Connecting Teacher Evaluation to Student Academic Progress — Implementing Standard 7 Dr. Mark R. Allan, VDOE's director of licensure and school leadership, describes the requirements of Standard 7 — Student Academic Progress as a part of teacher evaluation.

Now that student academic progress will be used as a measurement of teacher effectiveness, it is crucial to transform teacher evaluation from an exercise in compliance to an effective engine of growth.

The model calls for 40 percent of teachers» evaluations to be based on student academic progress, as determined by multiple measures of learning and achievement.

As the district continues to implement academic initiatives to raise student achievement levels, daily student attendance must be considered by all schools as fundamental to the success of these initiatives and to student academic progress.