Sentences with phrase «teacher effectiveness initiatives»

For more about Core Education's work with teacher effectiveness initiatives, see www.CoreEducationLLC.com

While compact activities have continued with joint principal training, teacher effectiveness initiatives, and Common Core implementation, success has varied widely.

Not exact matches

Global Education Week (also known in some countries as One World Week) supports teachers, youth leaders, young people and any other formal and non-formal educational actors to engage in education for global citizenship; and enhances the effectiveness of this endeavour nationally and throughout Europe, through co-ordination of initiatives and sharing of best practices.

Jimmy Casas, a high school principal from Bettendorf, Iowa, who attended the summit, predicts that meeting the #FutureReady challenge will require an expansion in «student - led initiatives that give students a voice in curriculum offerings, school policies, design of classroom and other learning spaces, lesson / unit design, student - led conferences and feedback on teacher effectiveness in the classroom.»

AIR is conducting a three - year evaluation focusing on a variety of outcomes (e.g., educator perceptions, teacher retention, teacher effectiveness, and student achievement) associated with the contract and associated initiatives.

This November, voters will likely decide a ballot initiative that aims to make teacher effectiveness a key component of school - staffing decisions.

Along with a background presentation from Rob Ramsdell of Tripod Education Partners, presenters included Jana Burk, Executive Director of Teacher / Leadership Effectiveness Initiatives for Tulsa Public Schools; Dr. Kirk Kelly, Director of Accountability and Testing for Hamilton County Department of Education in Tennessee; Michael Dunlea, a teacher at Ocean Acres Elementary School in New Jersey; and Jennifer Carinci, Director of Research, Innovation, and Data Strategy for the Council for the Accreditation of Education Preparation Teacher / Leadership Effectiveness Initiatives for Tulsa Public Schools; Dr. Kirk Kelly, Director of Accountability and Testing for Hamilton County Department of Education in Tennessee; Michael Dunlea, a teacher at Ocean Acres Elementary School in New Jersey; and Jennifer Carinci, Director of Research, Innovation, and Data Strategy for the Council for the Accreditation of Education Preparation teacher at Ocean Acres Elementary School in New Jersey; and Jennifer Carinci, Director of Research, Innovation, and Data Strategy for the Council for the Accreditation of Education Preparation (CAEP).

Past fellows have written op - eds for major news publications, participated in state and national - level discussions with policymakers on education initiatives, and developed recommendations and solutions for enhancing teacher effectiveness systems as well as college and career ready standards implementation, as outlined in the Teacher Evaluation Plteacher effectiveness systems as well as college and career ready standards implementation, as outlined in the Teacher Evaluation PlTeacher Evaluation Playbook.

In addition, student data gathered through common assessments — anything from formative textbook section quizzes through to grade level benchmark exams — can feed data - starved initiatives such as PLCs and teacher effectiveness programs.

Any useful system of evaluation, including these bold California initiatives, will have measures of student performance and progress along with other important indicators of teacher effectiveness.

Through the Intensive Partnerships for Effective Teaching initiative, the three sites and CMOs committed to giving teachers the feedback and support they need by incorporating multiple measures of teacher effectiveness — including classroom observations, student achievement measures, and student surveys — in their evaluation systems.

In 2012, she was appointed Assistant Commissioner of Teacher and Leader Effectiveness for the New York State Education Department's Office of Higher Education, where she led Race to the Top initiatives aimed at transforming teacher and leader preparation and strengthening P — 20 collaboTeacher and Leader Effectiveness for the New York State Education Department's Office of Higher Education, where she led Race to the Top initiatives aimed at transforming teacher and leader preparation and strengthening P — 20 collaboteacher and leader preparation and strengthening P — 20 collaboration.

The goal is to align those initiatives with one another and with Kentucky's new approach to teacher accountability, the Professional Growth and Effectiveness System (PGES).

Harvey F. Silver, EdD, president of Silver Strong & Associates, is the lead developer of The Thoughtful Classroom ™, a professional development initiative dedicated to the goal of «making students as important as standards,» and The Thoughtful Classroom Teacher Effectiveness Framework.

CTL convenes higher education institutions to align teacher leadership initiatives with one another and with Kentucky's Professional Growth and Effectiveness System (PGES).

Harvey F. Silver, EdD, president of Silver Strong & Associates, is the lead developer of The Thoughtful Classroom ™, a professional development initiative dedicated to the goal of «making students as important as standards,» and The Thoughtful Classroom Teacher Effectiveness Framework, a comprehensive system for observing, evaluating, and refining classroom practice.

Gates is the leader of education philanthropy in the United States, spending a few billion dollars over more than a decade to promote school reforms that he championed, including the Common Core, a small - schools initiative in New York City that he abandoned after deciding it wasn't working, and efforts to create new teacher evaluation systems that in part use a controversial method of assessment that uses student standardized test scores to determine the «effectiveness» of educators.

Initiatives to develop teaching quality and effectiveness must consider not only how to identify, reward, and use teachers» skills and abilities, but also how to develop teaching contexts that enable good practice.

CTAC worked with CMS to help develop, implement, and evaluate a Teacher Incentive Fund initiative linking teacher effectiveness, student growth and performance - based compenTeacher Incentive Fund initiative linking teacher effectiveness, student growth and performance - based compenteacher effectiveness, student growth and performance - based compensation.

She has worked on a number of other studies, including a longitudinal study of the effectiveness of inclusive STEM high schools funded by the National Science Foundation, the National Evaluation of Writing Project Professional Development for the National Writing Project, the National Evaluation of the Teacher Incentive Fund Program for the U.S. Department of Education, evaluations of several school reform initiatives in Chicago, and the Bridging the Divide study that examined the transition from high school to college for the U.S. Department of Education.

Teacher and principal evaluation systems now emerging in response to federal, state and / or local policy initiatives typically require that a component of teacher evaluation be based on multiple performance metrics, which must be combined to produce summative ratings of teacher effectiTeacher and principal evaluation systems now emerging in response to federal, state and / or local policy initiatives typically require that a component of teacher evaluation be based on multiple performance metrics, which must be combined to produce summative ratings of teacher effectiteacher evaluation be based on multiple performance metrics, which must be combined to produce summative ratings of teacher effectiteacher effectiveness.

Based on his support for the initiative, and recent U.S. Department of Education criteria for granting NCLB waivers to states that pledge higher standards for student performance, greater accountability, and improved teacher effectiveness, Secretary Duncan clearly believes that it did.

She has supported numerous program and district leaders in developing and implementing initiatives aimed at increasing teacher and leader effectiveness, including with the DC Public Schools Head Start program, where she serves as Special Advisor for Curriculum, Instruction and Assessment.

One reason the administration focused on elementary and secondary schools in the Race to the Top competition and early childhood in the Challenge Fund is that the two are at contrasting levels of development, administration officials said, with the public schools needing initiatives to improve teacher effectiveness, for instance, and early childhood needing basic structures of governance.