Sentences with phrase «successful performance of students»

Not exact matches

For example, a college student's relentless pursuit of academic excellence in order to become a very successful professional may, in considerable part, be an unconscious performance before his or her parents, teachers, or others who embody an important cultural ideal.

Admission is based on a review of many factors, including strong prior academic performance, positive teacher reports, a successful interview at our School, and the student's ability to give something back to our School community.

There are hundreds of students across the country with the skill set to be successful in high - performance computing, but the only way to achieve success or reach this potential is to «get in the game.»

Socratic seminars can move quickly — to ensure that your grading keeps pace, create a list of codes for successful interactions and use the codes to keep a running tally of student performance as they talk.

As students develop a sense of their performance and skill in relation to others around them, it is important to persuade these learners that anyone can be successful with sufficient effort, persistence, and effective strategies.

My take is that this is a positive development, but it is important to realize that with the exception of courses in states where successful completion requires also passing a third - party end - of - course exam, these bills are largely incentivizing student completion, not necessarily student performance.

Rather, they were successful at raising the performance of students who were otherwise at risk of failing the state test without sacrificing the performance of lower - and higher - performing students.

«Texas is frequently heralded as a successful model for the nation of how tests can improve the academic performance of students, particularly poor and minority students,» says Gary Orfield, co-director of The Civil Rights Project.

Not surprisingly, teachers who are successful with students in one year tend to be successful in other years; hence, measures of a teacher's performance in the past tend to be a good predictor of how well future students assigned to that teacher will achieve.

Constrained by salary inertia and the historical absence of good performance measures, the principal labor market does not appear to weed out those principals who are least successful in raising student achievement.

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).

Following from the emphasis on student agency and individual mastery, Summit decided that giving students rapid feedback and data about their performance would be a critical experience for them to accomplish their job of feeling successful.

Although between - school differences in student performance are closely associated with socioeconomic status in all OECD countries, some countries have been more successful than others in reducing the impact of socioeconomic disadvantage.

We scaffolded the skills we believed the students needed to have in order to be successful with both group performances and individual monologues, as the play is comprised of both elements.

Titled Teaching the Future, the vision describes the key ingredients we believe are necessary for successful sustainability education programmes in schools; programmes that help to improve school performance and quality of learning, engage students, save money and protect the environment.

While all of these targeted skills are clearly components of successful literacy performances, and students struggling with very specific domains might well benefit from some targeted teaching or practice, successful literacy learning is not just a process of aggregating lots of individual component skills.

As a 21st Century Educator, he believes we must equip our students and staff with the technology and best practices that will empower them to be successful at all levels of performance.

Nuances of the data show that KIPP schools aren't as successful in their first year as they are later, and that KIPP middle school students who go on to attend newer KIPP high schools tend to show slight performance declines.

The Teacher Guide includes an introduction, teacher and student rubrics, project overview, pacing guide, reflection tools and even an appendix full of all sorts of helpful gems from Learning Logs to Rules for High Performance Collaboration — everything you would need for a successful project launch (and probably even more).

If we could find ways of keeping good teachers in the classroom — perhaps by giving these successful teachers the additional compensation it would take to encourage them to make teaching a lifelong career — then we could probably boost student performance significantly.

The authors also looked at the dynamics of the principal labor market, and noted that, constrained by salary inertia and the absence of good performance measures, the market does not effectively weed out principals who are least successful in raising student achievement.

Advocates contend that test scores offer a more objective measure of a teacher's performance than most evaluations currently in place, which rarely consider student progress and rate nearly all teachers as successful.

These specialty areas are increasingly being recognized as the center of student performance, college and career preparation, a positive working environment, and successful implementation of the Common Core and related academic mandates.

Educators realized that student performance on tests did not ensure successful transfer of skills to the outside world.

Some of the most dramatic gains in urban education have come from school districts using a «portfolio strategy»: negotiating performance agreements with some mix of traditional, charter and hybrid public schools, allowing them great autonomy, letting them handcraft their schools to fit the needs of their students, giving parents their choice of schools, replicating successful schools and replacing failing schools.

builds on what teachers learn in The High Performance Learning - Focused Lesson professional development and the Increasing the Rigor of Learning - Focused Lessons: Higher Order Thinking, Reading and Writing professional development by providing teachers with a process for identifying points in each lesson where students struggle or need more challenge, and strategies and practices for differentiating and personalizing each struggle and challenge point to ensure all students are successful.

Aspire's mission is to open and operate small, high - quality charter schools in low - income neighborhoods, in order to increase the academic performance of underserved students, develop effective educators, share successful practices with other forward - thinking educators, and to catalyze change in public schools.

A new report, The Promise of Performance Assessments: Innovations in High School Learning and College Admission, looks at how these assessments, which focus on the kind of learning students will need to be successful in our innovation economy, are being used to inform college admission, placement, and advising decisions, as well as how they are being used to leverage deeper forms of learning at all levels.

The largest and most successful of Los Angeles» charter school organizations are planning to incorporate student performance into their teacher evaluation, development and promotion systems as early as next year.

If successful, this overhaul will improve teacher performance, strengthen the growth and retention of top - performing educators, and generate real growth among students.

For high schools: College, Career and Military Readiness indicators, including students meeting the Texas Success Initiative benchmarks in reading or math; students who satisfy relevant performance standards on Advanced Placement or similar exams, students who earn dual - course credits, students who enlist in the military, students who earn an industry certification, students admitted into postsecondary certification programs that have as an admission requirement successful performance at the secondary level, students who successfully complete college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high school.

«We are gratified to be working with Jessamine County Schools to help all of their students improve their academic performance and feel more empowered and successful in the classroom.»

For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyond.

To neglect the role that many of these «non-tested area» teachers have on student performance is to deny what makes the best schools successful.

Patricia Morgan of JerseyCAN noted, «the release of New Jersey's performance on NAEP demonstrates that we have the tools in place for our students to be academically successful.

One of the world's most successful college dropouts is making the case that even amid deep state spending cuts, schools can improve student performance by focusing on teacher quality instead of paying educators based on seniority and advanced degrees.

For example, a meta - analysis of school - based and afterschool SEL programs found that participation improved elementary and middle school students» test scores by an average of 11 to 17 percentile points, decreased conduct problems, and increased students» problem - solving skills.17 Similarly, a meta - analysis of school - based SEL programs for students in kindergarten through 12th grade found that participation improved students» academic performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including urban, suburban, and rural school environments.19

Tools for Teaching Writing: Strategies and Interventions for Diverse Learners in Grades 3 — 8 — Professor David Campos and education consultant Kathleen Fad focus on the underlying keys to successful writing instruction, examining eight research - based traits of good writing and providing 30 customizable strategies to improve students» writing performance before they enter high school.

But all of them share the idea that teachers who are particularly successful will help their students make large learning gains, that these gains can be measured by students» performance on achievement tests, and that the value - added score isolates the teacher's contribution to these gains.

The Gonski 2.0 review of education will recommend an evidence - based teaching system for schools, ranking the most successful actions teachers can take to improve student learning — although the main teaching union has warned it will resist any attempt to turn this into a performance league table.

In this day of high - stakes accountability teachers must implement effective assessment strategies to meet intended performance outcomes, determine what students know, and clarify which instructional approaches are most successful at raising achievement s.

In an Economic Policy Institute report published on the last day of February 2017, the author found that vouchers have not only failed to improve student performance, but are succeeding in undermining public education programs and methods that have been successful.

When time or money are saved, this type of non-academic performance management has the ability to create successful student outcomes by funneling more resources back to the classroom.

A fresh, comprehensive, and invaluable book which offers case studies of successful schoolwide writing programs that improve student performance, and gives examples of effective assignments, assessments, and research - proven classroom strategies for improving writing.

Berman and McLaughlin (1978), for example, found that some school districts adopted programs for bureaucratic (i.e., compliance) or opportunistic motives (e.g., access to funds, to appear «innovative») and were less successful in facilitating the implementation into practice of those programs than districts that adopted programs as a means of solving previously identified problems in student and school performance.

Successful districts invest considerable resources in developing their capacity to assess the performance of students, teachers and schools, and to utilize these assessments to inform decision - making about needs and strategies for improvement and progress towards goals at the classroom, school and district levels.

He added that the most successful effects the report calculated showed that NCLB programs moved student performance by eight hundredths of the standard deviation, or from the 50th to the 53rd percentile.

Examples of successful use of such assessments include the New York Performance Standards Consortium (see Attachment 7 — Fair Test, «New York Performance Standards Consortium Fact Sheet» and Attachment 8 — FairTest, «A Better System for Evaluating Students and Schools»).

Like successful athletic coaches, the best teachers recognize the importance of ongoing assessments and continual adjustments on the part of both teacher and student as the means to achieve maximum performance.

During the 2004 — 2005 school year, researchers at the Education Trust studied four schools that they had identified as exceptionally successful at improving the performance of struggling students: Jack Britt High School in Fayetteville, North Carolina; Los Altos High School in Hacienda Heights, California; East Montgomery High School in Biscoe, North Carolina; and Farmville Central High School in Farmville, North Carolina.