Sentences with phrase «teacher and principal effectiveness»
Todd C. Whitaker (@ToddWhitaker) Delve into instructional leadership with Whitaker, the leading authority on teacher and principal effectiveness.
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California, Michigan, and Wisconsin, among others that didn't win in the first round, were criticized by the peer reviewers for not having union support for their plans to improve teacher and principal effectiveness based on student performance.
To win a grant, states must propose high - quality reform plans in four areas: standards and assessments, teacher and principal effectiveness, data systems, and turning around low - performing schools.
Indeed, Pam Benigno, director of the Education Policy Center at the Independence Institute, called it a «landmark day in Colorado,» saying the bill «will align evaluated teacher and principal effectiveness more closely with student academic growth and weaken tenure protections for consistently ineffective teachers.»
This flexibility is intended to build on and support the significant State and local reform efforts already under way in critical areas such as transitioning to college - and career - ready standards and assessments; developing systems of differentiated recognition, accountability, and support; and evaluating and supporting teacher and principal effectiveness.
Join the discussion on the ASCD EDge ® platform, the association's professional networking community for educators, and contribute blog posts, comment on posts from other educators, and take a brief survey that captures your views on teacher and principal effectiveness.
Growing awareness of these facts at both state and district levels is driving national momentum to redesign how teacher and principal effectiveness is assessed, supported and rewarded.
Her current work centers on accelerating student learning through improving teacher and principal effectiveness.
It is «evaluating and supporting teacher and principal effectiveness» with a process that includes educator input.
He is a recognized expert on charter schools, school turnarounds, school funding systems, and teacher and principal effectiveness.
Dr. Trover is a Project Consultant for the CEC, working as a facilitator in the Teacher and Principal Effectiveness Core and as a facilitator for the current Growth Through Learning Enhancing Professional Practice Component.
The BETA report concludes that «the model selected to estimate growth scores for New York State represents a first effort to produce fair and accurate estimates of individual teacher and principal effectiveness based on a limited set of data» (p. 35).
In addition, we invite you to participate in the ASCD Forum, an online discussion focused on the question, «How do we define and measure teacher and principal effectiveness?»
Of the 124 invited applicants, 23 focus on teacher and principal effectiveness; 39 focus on science, technology, engineering, and math education; 32 focus on parent and family engagement; 20 focus on school turnarounds; and 10 focus on rural education.
Drivers: Teacher and Principal Effectiveness — The framework provides the context for evaluation and supports:
Illinois must evaluate key drivers of student success, including learning conditions and teacher and principal effectiveness.
... the continuous improvement of teacher and principal effectiveness must be an integral part of any efforts aimed at raising student achievement.
The adjusted models were the models that were actually used by the state to make predictions that fed into teacher and principal effectiveness scores.
Throughout 2010, districts not only will gain access to the tools and training necessary to begin work in this area, but the recently passed legislation, the First to The Top Act, mandates the development and use of an annual multiple - measure teacher and principal effectiveness evaluation.
No longer will our teachers and principals be treated as interchangeable parts, because the data clearly tell us that teacher and principal effectiveness varies widely.
Beyond our commitment to realigning investments and supporting teacher and principal effectiveness, however, the state and local districts must change how they are approaching this task:
Tennessee's new multiple - measures teacher and principal effectiveness evaluation system will enhance our current ability to identify performance levels of educators and be a much more strategic tool for supporting them.
The Teacher Evaluation Advisory Committee is charged with developing and recommending to the State Board of Education guidelines and criteria for a multiple - measures teacher and principal effectiveness evaluation system, which will be administered annually to all teachers and principals in the state.
All of these actions will help improve teacher and principal effectiveness.
«Regents Adopts Rules For Evaluating Teacher and Principal Effectiveness.»
ASCD offers cutting edge and timely materials on the most prevalent issues in education today, including the Common Core State Standards, teacher and principal effectiveness, and quality instruction.
ASCD is holding a public dialogue on how best to define and measure teacher and principal effectiveness, and we're inviting you to participate.
ASCD invites all educators to make their voices heard in an ongoing discussion of the question, «How do we define and measure teacher and principal effectiveness?»
Fund #TitleIIA to support increased student achievement by promoting strategies to positively impact teacher and principal effectiveness.
What about school funding, teacher and principal effectiveness or institutional racism?
Race to the Top will place pressure on districts to increase teacher and principal effectiveness unlike ever before.
The grading scale measures a state's record of success, and its reform plans, in four categories: standards and assessments, data systems, teacher and principal effectiveness, and low - performing schools.
Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.
States» applications to secure one of the federal grants will be scored on the basis of more than 30 selection criteria, involving such education improvement priorities as school turnaround, teacher and principal effectiveness, and encouragement of high - quality charter schools.
Such buy - in does make up a sizable chunk of points, but 48 percent of points are attached to the quality of a state's plan in four key areas: standards and assessments, data systems, teacher and principal effectiveness, and turning around the lowest - achieving schools.
This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness; (2) Providing information to families to help them evaluate and improve their children's schools; (3) Implementing college - and career - ready standards; and (4) Improving student learning and achievement in America's lowest - performing schools by providing intensive support and effective interventions.
The heavily weighted criteria (for example, implementing standards, improving teacher and principal effectiveness, turning around the lowest - achieving schools, supporting high - performing charters) formed a coherent and comprehensive core.
In addition, the administration greatly expanded the TIF program, which awards grants to high - need districts to fund performance - based compensation systems, and established a new rule for winning applications: proposals would need to differentiate teacher and principal effectiveness, based in significant part on student growth, and create compensation systems that reflected those results.
It embedded «improving teacher and principal effectiveness based on performance» into its rubric for scoring applications and awarded the category more than 10 percent of the total available points.
«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.
Not exact matches
Now a new study by University of Michigan economist Brian Jacob finds that when given the authority, principals make dismissal decisions that put a premium on teacher effectiveness and student achievement.
On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.
Taking part in the discussion are presenters Kathy McKnight, Principal research director, Center for Educator Effectiveness, Pearson; Lynn Gaddis, Illinois State Teacher of the Year 1995; and Catherine Fisk Natale, Education Consultant.
Principals were asked not only to provide a rating of overall teacher effectiveness, but also to assess, on a scale from one (inadequate) to ten (exceptional), specific teacher characteristics (ten altogether), including dedication and work ethic, classroom management, parent satisfaction, positive relationship with administrators, and ability to improve math and reading achievement.
With detailed information on teacher effectiveness and transitions, we could investigate whether better principals are more likely to dismiss the least - effective teachers and reduce the likelihood that the more - effective teachers depart voluntarily.
In fact, studies of informal surveys of principals (see «When Principals Rate Teachers,» research, Spring 2006) and teacher ratings by mentor teachers find that these more - subjective evaluation methods have similar power to detect differences in teacher effectiveness as the TEprincipals (see «When Principals Rate Teachers,» research, Spring 2006) and teacher ratings by mentor teachers find that these more - subjective evaluation methods have similar power to detect differences in teacher effectiveness as the TEPrincipals Rate Teachers,» research, Spring 2006) and teacher ratings by mentor teachers find that these more - subjective evaluation methods have similar power to detect differences in teacher effectiveness as the TES Teachers,» research, Spring 2006) and teacher ratings by mentor teachers find that these more - subjective evaluation methods have similar power to detect differences in teacher effectiveness as the TES teachers find that these more - subjective evaluation methods have similar power to detect differences in teacher effectiveness as the TES ratings.
States and districts can establish a policy of «mutual consent» that gives principals the right to choose their own teachers... States and districts can eliminate seniority - based layoffs, which should consider effectiveness instead, and make it easier to transfer or remove ineffective teachers who can not improve.»
Guthrie and Ettema suggest practices that place a premium on teachers» classroom effectiveness and principals» managerial authority.
There, she concludes — as do I — that policy - driven efforts to suppress forceful discipline by teachers and principals result in more disruptive youngsters remaining in more disrupted classrooms where they distract, upset, and diminish the effectiveness of teachers, interfere with classmates» learning, and drive more families with well - behaved children to flee to whatever better options they can afford.
Are there any methods that have been proven valid and reliable in assessing teacher effectiveness or is this left to the art and wisdom of the principal assessing the teachers?