Sentences with phrase «teacher and principal interviews»

Such a common - sense performance assessment is, incredibly, absent in most teacher and principal interviews.

We transcribed all teacher and principal interviews and coded the transcripts, using the framework for the larger study.

At the conclusion of both the teacher and principal interview training, there is a proficiency test that ensures inter-rater reliability.

Not exact matches

Building on reporting for his magazine, the author interviewed economists, psychologists and neuroscientists, examined their recent research, and talked to students, teachers and principals to produce this fascinating overview of a new approach with «the potential to change how we raise our children, how we run our schools, and how we construct our social safety net.»

This week you will have the opportunity to read interviews from the teachers, principals, administrators, and food service directors who work tirelessly and understand the need for increasing participation, decreasing barriers, and raising awareness of school breakfast programs in our nation's schools.

A few weeks after the ruling, researchers from the University of Buffalo, lead by Catherine Cook - Cottone, Ph.D., interviewed 32 school personnel who were involved with the lawsuit, including district superintendents, assistants, school principals, classroom teachers, instructors of the EUSD HWP, and University of San Diego researchers who were originally involved in studying the program.

Given my interview with Hertzberger, I was not surprised when teachers and principals came up to me after the presentations and expressed how they wished they would be able to create such transformative learning environments.

By focusing on their strong points and stretching their capabilities in instructional leadership, the principals we interviewed have grown and have learned how to help their teachers grow as well.

The following tips are compiled from interviews with online principals and teachers in Idaho, including Mortimer; Jeff Farden, an online principal with the Idaho Digital Learning Academy (IDLA); Mike Caldwell, director of supervision and development with IDLA; and social studies specialist Jeff Simmons, also of IDLA.

In this study, we interview a «vertical slice» of actors (state, district, principals, and teachers) in two states and explore how they understand similar policies as well as how they understand one another.

In interviews she continued to press her contention that principals needed the power to hire and fire teachers to accomplish their mission.

Then the district interviewed applicants and shared a list of eligible teachers with principals.

Gregoire said during an interview Thursday that the reform proposal was the result of careful negotiations among the state principals association, the state teacher's union, the superintendent of public instruction and the governor.

So Yassine traveled to Michigan and observed classrooms in these three communities, interviewing teachers, principals, and district leaders of ELL youth about their performance, resource needs, and professional development.

Bierly and Shay surveyed and interviewed a large sample of principals, assistant principals, teachers, and teacher leaders from a cross section of school districts (varying in size and location) and chief marketing officers across the country.

Principal investigator Susan Moore Johnson and researchers Sarah Birkeland, Susan M. Kardos, David Kauffman, Edward Liu, and Heather G. Peske dedicated the first year of the Project to conducting an interview study with first - year and second - year Massachusetts teachers.

In fact, at one of those schools both the principal and the assistant, in separate interviews, said that having to employ less than competent teachers was the biggest drag on the school's continuing success.

The authors reached this conclusion after interviewing principals, teachers, and parents in 16 California public and private schools, spending extra time in 8 of the schools.

I've visited four schools and interviewed two dozen teachers and principals and the network's directors of literacy and math, as well as Eva Moskowitz.

She has been exploring student success stories through interviews with youngsters who arrived in Australia from Rwanda, Burundi, Southern Sudan, Somalia and the Democratic Republic of Congo, also their teachers, and principals.

We have teachers saying they have children who don't know how to hold a pencil, and even though I've been interviewing teachers and principals for years who have been saying that — with myself actually going into schools and doing the developmental assessments with these children, doing language assessments with them, I was stunned.»

One of the best ways I found to help prepare teacher candidates, both psychologically and practically, is to bring in principals to conduct mock interviews and discuss the types of questions that surface during interviews.

Spillane and Shirrell also interviewed a subset of teachers and principals and found that, when discussing work - related interactions, the majority of respondents identify proximity — unprompted — as a reason for both purposeful interactions and chance encounters with colleagues.

In Professor Higgins» class we analyzed case studies about so many good ideas that failed because they failed to understand the other stakeholders in the ecosystem,» says Gulati, explaining that during the launch of Meraki, her team spent six to eight months interviewing parents, schools, teachers, and principals across India to understand the challenges of the communities.

When the voucher program first began, we conducted about 100 interviews with principals, teachers, parents, and students in 13 participating private schools.

In addition, for the first time it includes a look inside these schools through the eyes of principals and teachers, as reported in interviews and focus groups held at the 25 SSCs with the strongest evidence of effectiveness.

Site managers from The New Teacher Project (TNTP) worked with local district staff to create opportunities for principals to interview high - performing teachers and to help with the transfer process.

We examined the teacher and principal surveys as well as the interview transcripts from the 43 teachers in low - performing schools to assess how Chicago educators viewed the initiative.

There were six building level protocols: principal and assistant principals, student support professionals, teacher interview (after observing his or her teaching), 312 lead teacher interview, community representative, and active parents.

At the school level we decided to interview just principals (and not teachers, support professionals, or assistant principals).

Interviews by researchers and by Education Week reporter Liana Loewus reveal a troubling reason principals are not telling subpar teachers they need to get better: It takes too much time.

The project involved scores of interviews with state and local education and law - enforcement officials, other experts, teachers, principals, parents, and victims, as well as an extensive review of court documents, journal articles, and public - policy records.

We analyzed data from two rounds of semi-structured interviews with 27 upper - elementary grades teachers, principals, and other key personnel (e.g., instructional coaches, where present) and 127 hours of observational data.

is answered as the analysis of the teachers «and principals «interviews unfolds.

Evidence addressing the first of our three questions derives from the 2008 principal and teacher surveys and from interviews with district office administrators over the three site visits.

Our interview data point to five potential sources of expertise in data use in schools: central office personnel (superintendents, curriculum or assessment specialists); state - supported regional education center specialists; principals; key teachers trained to serve as assessment and data experts; and classroom teachers in general.

We interviewed all principals and at least three teachers from each school.

For the project as a whole, we collected two rounds of survey data from principals and teachers and three rounds of site - visit data from schools and districts, including classroom observations and interviews with teachers and building and district administrators.

We sorted site - visit schools into high (one standard deviation or more above the mean), medium, and low (one standard deviation below the mean) data - use groups, and we selected six high data - use schools for case study analysis of the interview data from principals and from teachers.

In contrast, Section 1.3 is based on evidence from principal and teacher interviews.

After reviewing project documents to get a sense of each project's context, goals, and strategies, interviews with MSP Principal Investigators were conducted with a sample of 27 MSP projects targeting teachers of mathematics and / or science within the entire K - 12 spectrum.

We obtained data for this component of our study from the second round of principal and teacher surveys and from evidence collected in interviews during all three rounds of our site visits to 18 districts.

During interviews, teachers and / or principals in three of the four most effective schools cited a yearlong staff development effort related to their early intervention program as responsible for their success, indicating that it helped them «stay in a learner mode,» and «all be of one accord.»

Data was collected from surveys, teaching plans, observations in classrooms, interviews with teachers and principals and focus groups with students.

During the site visits, we observed 10 - 12 classrooms in both elementary and secondary schools, and we conducted individual interviews, using role - specific interview protocols, with district leaders, school principals, and classroom teachers.

We interviewed 28 principals in 28 buildings in 12 districts in 6 states (as well, one assistant principal was interviewed as were one lead teacher and one Title I teacher).

We also interviewed a subset of teachers and all building principals.

According to interview data, elementary school teachers and principals characterize high - scoring principals that are effective instructional leaders as having a hands - on, direct role in instructional operations.

They observed in classrooms and interviewed teachers and principals in four schools, and they used a survey approach to collect data from educators across the state.

Teachers are selected by Teach Plus and principals and district staff following a four - stage selection process that includes a teaching demonstration; interview day to assess a candidate's leadership and teamwork skills and experience in data analysis; and an interview with a principal.