Sentences with phrase «teacher accountability policies»

The costs of tough - minded teacher accountability policies have been incalculable and will be with us for a long time.

I think in the early years of Bennett's administration he alienated a lot of support from teachers in Indiana in part because he was so accountability - oriented... That relationship seems to have recovered a bit over time as he's made substantial efforts in the last two years to foster better relationships with school corporations and teachers and to help them implement their teacher accountability policies under Senate Enrolled Act 1, but he never fully recovered from the first couple of years.

Beginning this fall, in Collier County Florida as per the state of Florida's new teacher accountability policy, district teachers / administrators are to create new tests for each and every class it offers (including all electives) to hold all teachers accountable for the value they purportedly add to student learning and achievement over time.

Not exact matches

The broad sector policy thrust for Education is Sustainable and Efficient Management of Education Service Delivery with focus on teacher development and accountability; improved Quality of Teaching and Learning at all Levels, inclusive and Equitable Access at all Levels, skills Development and Training for Employability through Quality TVET and strengthened Mathematics, Science, ICT and Technology Education.

We, the professionals must regain our classrooms and attack the very policies and practices that deprofessionalise teachers — pupils used as spies, punitive inspection and accountability regimes.

Education policy should focus on making sure that every student makes great progress, rather than accountability for test scores or teacher performance pay.

Quality Counts 2006, like the nine previous editions of the report, tracks key education information and grades states on their policies related to student achievement, standards and accountability, efforts to improve teacher quality, school climate, and resources.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

These national ERAOs and their counterparts at the state level are focused on enacting sweeping education policy changes to increase accountability for student achievement, improve teacher quality, turn around failing schools, and expand school choice.

* 15 — Accountability: National Conference on Adequate Yearly Progress: Progress and Challenges, sponsored by the Academy for Educational Development, for K - 12 administrators, teachers, and education policy makers, at the AED Conference Center in Washington.Contact: Ashley Carlton or Mairin Brady, Washington Partners, 1101 Vermont Ave. N.W., Washington, DC 20005; [phone]; fax: [phone]; e-mail: [email protected]; Web site: www.WPLLC.net.

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

And that many policies governing accountability, school improvement, and teacher evaluation are often goofily designed and ultimately destructive.

But our testing and accountability policies have tended to demand that teachers treat it as a sprint.

Ed schools presently benefit from a lack of public accountability, low political visibility, public policy inertia, and iron triangle protectionism provided by self - interested coalitions of executive branch credentialing managers, teacher union officials attempting to restrain labor market entry, and a few aligned legislators.

Now entire state systems are moving toward merit pay, with new policies established recently in Florida and Texas requiring districts to set teachers» salaries based in part on the gains their students are making on the state's accountability exam.

Teachers seemed to have somewhat mixed feelings about the standards and accountability policies that drove the district's effort to align the curriculum.

Taken together, these carry a broad message: If sensible disciplinary, choice, and accountability plans were combined with appropriate policies to recruit and compensate teachers, higher teacher pay could yield dividends for students, too.

And teachers do seem to respond rationally to accountability policies by focusing more on the grades and subjects that are tested.

Do conservatives want to continue to live under a waiver policy that grants the U.S. Department of Education the authority to micromanage states» annual tests, accountability systems, and teacher evaluation approaches?

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

His work has influenced how we think about a range of education policies: test score volatility and the design of school accountability systems, teacher recruitment and retention, financial aid for college, race - conscious college admissions and the economic payoff of a community college education.

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.

Over the past several decades, we have eroded student accountability, assigning it as a matter of public policy to schools and teachers.

On many topics — including school vouchers, charter schools, digital learning, student and school accountability, common core standards, and teacher recruitment and retention policies — the views of Hispanic adults do not differ noticeably from those of either whites or African Americans.

Education policy advisers from the Obama and Romney campaigns will join AEI's Frederick M. Hess to discuss the best ways to allocate limited resources, improve teacher quality, increase accountability and maximize student achievement during the next presidential term.

Vouchers (much like accountability or differentiated teacher pay) are just a policy instrument that provides a different way to approach education.

But if Strauss is inclined to introduce professors fulsomely, she might let her readers know that I am the Henry Lee Shattuck Professor of Government and Director of the Program on Education Policy and Governance at Harvard University, who has spent years researching school governance, school choice, school accountability, and teacher effectiveness rather than referring to me as «Harvard's Paul E. Petersen.»

It's a good point, and highlights the problems with a reform strategy that is dismissive of suburban concerns and proudly unconcerned with how preferred policy solutions (accountability, teacher evaluation) play out in upper - income precincts.

Still, Strauss does an absolutely superb job of introducing the co-chair of the Broader Bolder coalition as «Helen Ladd, the Edgar T. Thompson Distinguished Professor of Public Policy and Professor of Economics at Duke University who has spent years researching school accountability, education finance, teacher labor markets, and school choice.»

But it's much to the credit of the current U.S. secretary of education, Arne Duncan, that he has carefully kept his distance, insisting instead on accountability, choice, and teacher policy reforms that the Broader, Bolder group finds dispensable.

But our policies — especially school - level accountability and test - based teacher evaluations — focus on academic achievement alone.

The next three mini-courses explore contemporary proposals to save our schools — via new teacher policies, accountability measures and school choice.

If the new information surprises respondents by indicating the district is doing less well than previously thought, the public, upon learning the truth of the matter, is likely to 1) lower its evaluation of local schools; 2) become more supportive of educational alternatives for families; 3) alter thinking about current policies affecting teacher compensation and retention; and 4) reassess its thinking about school and student accountability policies.

Several of the most significant features of recent education policy debate in the United States are simply not found in any of these countries — for example, charter schools, pathways into teaching that allow candidates with only several weeks of training to assume full responsibility for a classroom, teacher evaluation systems based on student test scores, and school accountability systems based on the premise that schools with low average test scores are failures, irrespective of the compositions of their student populations.

Whether it's teacher evaluation, school accountability, School Improvement Grants, the Common Core, new grading policies, restorative justice processes — to name a few — they invariably entail added meetings, extensive planning documents, new reporting requirements, new trainings and minutiae — all adding to the clutter that can drive responsible professionals to distraction.

These policies are 1) raising education spending (with several possible routes for allocating those funds); 2) accountability for teachers and schools; 3) enhanced choice among public school options, especially charter schools; and 4) early childhood education.

It is instructive that while the Obama administration sought to nationalize its policies on teacher evaluation, standards, and assessments, the Bush administration attempted to do the same on accountability.

Occurring in rough parallel have been all manner of external policy changes — standards, accountability, choice, teacher evaluation, funding shifts, categorical programs, etc. — that may have advanced, retarded, or simply ignored the innovators.

From a policy standpoint, the adoption of SEL standards, funding for teacher professional development, and the incorporation of school climate into measures of accountability are all potential levers (among many) to support empowerment efforts.

She is co-editor of The Handbook of Research on Educational Finance and Policy (Routledge, first edition, 2008 and second edition 2015), and the author of many articles on U.S. education policy, with a focus on school accountability, teacher labor markets, charter schools, and early childhood proPolicy (Routledge, first edition, 2008 and second edition 2015), and the author of many articles on U.S. education policy, with a focus on school accountability, teacher labor markets, charter schools, and early childhood propolicy, with a focus on school accountability, teacher labor markets, charter schools, and early childhood programs.

In Smith's model, as it was refined over time, curriculum standards serve as the fulcrum for educational reform implemented based on state decisions; state policy elites aim to create excellence in the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetables.

Hart's recent work has focused on school choice programs, school accountability policies, early childhood education policies, and effects on students of exposure to demographically similar teachers.

Given the vastness of the terrain, the course will be grounded in three education policy / reform initiatives that have gained considerable currency over the past decade: (1) Standards and Accountability (2) Teacher Quality & (3) School Choice - Vouchers and Charter Schools

Frequent topics include school improvement, leadership, standards, accountability, the achievement gap, classroom practice, professional development, teacher education, research, technology and innovations in teaching and learning, state and federal policy, and education and the global economy.

The findings show states are putting in place policies that will help them meet the requirements of the federal No Child Left Behind Act in the areas of teacher quality, testing, and accountability.

But none of them hold as much promise for student learning as any one of the many school reforms on the nation's agenda — student and school accountability, school choice, and changes in teacher recruitment, compensation and retention policies.

Quality Counts 2005, the ninth annual edition of the report, continues to track state policies and information across key areas of education: student achievement, standards and accountability, efforts to improve teacher quality, school climate, and financial resources.

Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.

The forum was moderated by Chester E. Finn, Jr., president of the Thomas B. Fordham Institute, and panelists include Sandi Jacobs, vice president and managing director of state policy, National Council on Teacher Quality; Josh B. McGee, vice president of public accountability, Laura and John Arnold Foundation; Charles Zogby, secretary of the budget, Pennsylvania; and Leo Casey, executive director, Albert Shanker Institute.

by Jack Jennings Nov 23, 2011 academic standards, accountability, education research, federal education policy, school reform, teachers, testing 0 Comments