Sentences with phrase «teacher career ladders»

Another stream of inquiry in the late 1980s revisited the district role in response to increasing state policy interventions such as curricular standards, graduation requirements, standardized testing, teacher career ladders and new licensure requirements.

Support teachers by expanding trainings in areas that promote positive school culture and expand teacher career ladders dedicated to establishing positive school cultures.

Teacher quality was a key theme of several sessions ranging from teacher career ladders to school leader preparation.

Even small cuts can make the difference between states and districts being able to creatively implement promising ideas such as personalized learning or teacher career ladders and struggling to maintain current resources.

Support teachers by keeping and expanding the guidance to promote positive school culture and expand teacher career ladders dedicated to establishing positive school cultures.

A national survey on teacher career ladders and other incentives, released last month by the Southern Regional Education Board, found some sort of incentive plan in place in about 25 states.

We are also excited about our innovative teacher career ladder and professional development systems in which we recruit talented educators, provide them with opportunities to develop their craft, and retain them through formal recognition of their expertise, generous compensation, and a manageable yet challenging workload.

In 2012, the New York City Department of Education, or NYCDOE — the largest public school system in the country — and the United Federation of Teachers, or UFT, designed a teacher career ladder to extend educators» skills beyond their individual classrooms and allow teachers to be powerful levers of change in school communities.

I mentioned the teacher career ladder system a moment ago.

Not exact matches

For example, if your child wants to be a teacher, but has ambitions of progressing up the career ladder, a higher education leadership degree is well worth having.

Fariña also worked with the UFT to create an expanded career ladder for teachers, which also was introduced in the 2014 contract.

I support universalpre — K, reduced class size, year - round schooling, and career ladders for teachers.

Touchstone's career ladder enables consistently excellent teachers to climb to the «master teacher» position, in which they can earn up to $ 100,000 a year without leaving the classroom, within per - pupil funding.

Teaching would gain some of the accoutrements of a profession, such as career ladders that enable teachers to gain in status and pay without leaving the classroom; master teachers would design training programs and supervise novices.

Teachers attend yearly professional development seminars, for instance, and take part in career - ladder programs.

Citizens in Provo, Utah, voted late last month to approve the transfer of funds from the school district's capital - improvements budget in order to establish a career - ladder plan for teachers.

This we can see in Thomas Dee's account of Tennessee's 13 - year attempt to install a workable «career ladder» for the Volunteer State's public - school teachers (see «Dollars and Sense,» page 60).

The old career ladder programs failed because the best teachers were honored with new titles and more work, but with meager, if any, extra pay.

In some cases, the incentives include more - extensive career ladders for classroom teachers than the public schools offer.

The best incentive plans are those that go beyond rewarding select teachers whose students score higher on standardized tests, says Darling - Hammond; they use multiple measures to evaluate teacher performance and create career ladders capable of supporting and rewarding all teachers.

The foundation's Teacher Advancement Program, which provides training opportunities to help teachers climb a career ladder toward higher salaries based on their performance, is now in place in 85 schools and is poised for a major expansion, with states and the federal government offering financial support.

Early in a HISD teacher's career, rising compensation comes entirely from progression up the salary ladder — as is common across the U.S., HISD teachers do not vest into the pension plan for ten years and do not become eligible for meaningful retirement compensation for years after.

At the same time, the system needs better career ladders for teachers and far more effective approaches to selection, mentoring, and evaluation in order to enlist such talent productively.

The criticisms suggest that, despite the relative sophistication of the career ladder, its efficacy in rewarding high - quality teachers remains an open question.

To see what these Tennessee programs tell us about merit pay, let's first look at the effects simply of having a teacher in the career - ladder program, ignoring for the moment the teacher's specific level of accomplishment.

This surprising pattern could in theory reflect the success of the career ladder in attracting (and retaining) new, high - ability math teachers and in providing these new teachers with early mentoring and professional development.

This suggests the career ladder may have been modestly successful in identifying the most outstanding teachers in reading.

Our main results indicate that students with career - ladder teachers scored nearly 3 percentile points higher in mathematics than students with other teachers.

In math, the career - ladder teachers at the probationary / apprentice level and at Level I were the most successful at promoting achievement.

In contrast, career - ladder teachers at the master level did not have a statistically significant effect on math scores (see Figure 2).

Boosted by a recent study linking Arizona's career - ladder program for teachers to higher student achievement, some state lawmakers are trying to expand the five - year - old pilot program.

For new teachers, however, the first rung of the career ladder was a one - year probation supervised by two tenured teachers from their school.

She went on to work at the Teacher Advancement Programs at the Milken Family Foundation, where she found herself asking many questions about organizational structure and the career ladder of teachers, particularly the support of teacher leaders and the growth of the profTeacher Advancement Programs at the Milken Family Foundation, where she found herself asking many questions about organizational structure and the career ladder of teachers, particularly the support of teacher leaders and the growth of the profteacher leaders and the growth of the profession.

Despite some success in rewarding teachers for producing better student outcomes, the career ladder was a target of the same criticisms that challenge virtually all attempts to tinker with systems of teachers» compensation.

The evaluations that occurred at each stage of the career ladder assessed teachers on multiple «domains of competence» using several distinct data sources (such as student and principal questionnaires, peer evaluations, a teacher's portfolio, and a written test).

The estimated gains associated with assignment to a career - ladder teacher equal 40 to 60 percent of the gains associated with assignment to a class with roughly 15 students rather than 22.

Coincidentally, a compelling way to evaluate the success of the career ladder system comes via data from Governor Alexander's Student Teacher Achievement Ratio program.

Regardless, our best guess is that having a career - ladder teacher in either subject had a quite large effect.

These random assignments allow us to use the STAR data to compare the performance of students assigned to career - ladder teachers with the performance of students in the same school and grade who were assigned to nonparticipating teachers.

In contrast, the math - score gains associated with having a career - ladder teacher actually appear to have been concentrated among students with teachers on the lowest rungs of the career ladder.

Under the original formulation of the career ladder, participation was optional for veteran teachers and mandatory for new teachers.

Our second analysis, therefore, considered not only the teacher's participation in a career ladder, but also the teacher's status within the program.

This raises the possibility that, if career - ladder teachers were more effective, it was simply because better teachers were more willing to negotiate the bureaucratic impediments to advancing on the career ladder.

While states and districts can assume responsibility for increasing pay, reducing or altering entry requirements, or creating career ladders, such initiatives will ultimately make little difference if a teacher is dissatisfied with teaching.

However, in 1987, the career ladder was revised to make it optional for all teachers.

In short, it appears that the career ladder simply was not very effective at distinguishing superior or outstanding math teachers from those who were merely competent.

Nonetheless, assignment to a teacher who had been certified by the career - ladder evaluations led to large and statistically significant increases in mathematics scores and sizable, though statistically insignificant, increases in reading scores.

The benefits of having a career - ladder teacher are measured relative to a somewhat atypical base — namely, the small group of students whose teachers chose not to apply for the program or were unsuccessful in their application.

Nearly all of the state's teachers (94 percent of them, according to one report) chose to enter the career - ladder program.

Finally, because the student - teacher pairings were initially random, any statistically significant difference in performance between students with and without career - ladder teachers should be attributable to true differences in the quality of the teachers.