Sentences with phrase «teacher effectiveness policies»

Beginning in the mid-2000s, stakeholders in the education field began to recognize and call out the problems with existing teacher effectiveness policies.

Teaching Matters believes such engagement will promote the best teacher effectiveness policies and practices, and that the quality of teaching is the single most important school - related factor contributing to student success.

Overview The American Youth Policy Forum (AYPF), in partnership with the Data Quality Campaign (DQC) hosted a learning exchange in Nashville, Tennessee entitled, «Navigating the Intersection of Teacher Effectiveness Policies and State Data Capacity.»

The report notes that during the past five years, 37 states improved their overall grade by one full level «because of significant reform, particularly in the areas of teacher evaluation and related teacher effectiveness policies.»

Common Core and teacher effectiveness policies each are ambitious reforms on their own; together, they have transformational potential to significantly improve student outcomes and equity for all students.

Teaching to the Core: Integrating Implementation of Common Core and Teacher Effectiveness Policies, suggests ten actions for state leaders to strengthen state implementation of Common Core State Standards and meaningful teacher evaluations.

«California has not kept pace with the progress being made on teacher effectiveness policy across the country.»

Not exact matches

suggests that class size reduction policies are not the best option in terms of value for money to raising pupil attainment, compared to others such as increasing teacher effectiveness.

The Washington, D.C. - based National Council on Teacher Quality has released its seventh annual State Teacher Policy Yearbook, which includes a 360 - degree analysis of every state law, rule and regulation that shapes the effectiveness of the teaching profession in New York.

In a new study, researchers find that seniority - based layoff policies — the norm in public schools — lead to higher numbers of teacher layoffs than would be necessary if administrators were allowed to make effectiveness the determining factor in issuing layoff notices, rather than length of service.

If districts instead adopted effectiveness - based layoff policies, they would be likely to lay off fewer teachers, achieve the same budgetary savings, and have a higher quality teacher workforce.

More generally, the lack of data showing the effectiveness of traditional teacher education might be viewed as support for policies that limit or eliminate the requirement that teachers undergo traditional teacher preparation.

Manno focuses on three of these nonprofit organizations that have had helped to lift charter school caps, implement «parent trigger» policies, and reform teacher effectiveness provisions.

The authors next look at what would happen if the existing seniority - driven system of layoffs were replaced by an effectiveness - based layoff policy, in which teachers are ranked according to their value - added scores and districts lay off their least effective teachers.

However, were districts to adopt policies that allowed administrators to dismiss teachers according to their effectiveness rather than their seniority, they could lay off fewer teachers, achieve the same budgetary savings, and increase the overall efficacy of their teaching force.

«If districts instead adopted effectiveness - based layoff policies, they would be likely to lay off fewer teachers, achieve the same budgetary savings, and have a higher quality teacher workforce,» Goldhaber and Theobald concluded.

A lot of work has been done since 2000 in the policy area of measuring teacher effectiveness.

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.

Moving the scale of quality of the United States» teaching force toward this higher level would, he recognizes, require significant changes in school districts» employment practices, basing recruitment, compensation, and retention policies on the identification and compensation of teachers according to their effectiveness.

We've a century or more of cautionary history suggesting that well - intentioned policies designed to strengthen teacher preparation by embracing the residency presumption can all too easily stifle creative efforts to boost quality, meet particular needs, or boost cost - effectiveness by using technology or staff in unconventional ways.

As teacher effectiveness has become an increasingly visible policy issue, standard approaches to salary and tenure decisions are undergoing substantial change.

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.»

A good teacher is now recognized as someone whose students learn and grow, with 38 states revising their policies on educator effectiveness to include measures of student growth or achievement as one of multiple factors in teacher evaluations.

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.»

If our major policy focus is to improve student achievement by improving teacher effectiveness — accounting for 30 per cent of the variance in student achievement — we must attract higher - quality applicants to the teaching profession, improve our teacher education institutions and courses, esteem and grow those teachers who demonstrate expert potential, and mandate teacher development programs for less effective teachers.

There are legitimate policy reasons to look at teacher «effectiveness,» as opposed to the credentials mentioned by the law (such as experience or qualifications).

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.

And there are tough policy issues — teacher turnover, measurement of teacher effectiveness, varying teacher career paths, variable pay and incentives — that must be addressed in a comprehensive compensation package.

Starting again with the estimates of the difference in effectiveness of teachers, it is possible to calculate the long - term economic impact of policies that would focus attention on the lowest - quality teachers from U.S. classrooms.

The Commission will examine state and local policies to increase parent and family engagement, including: how the school calendar meets the needs of students and families to optimize engagement such as parent - teacher conferences and half - days; district and school - level policies to address student attendance issues; access to information regarding teacher effectiveness; and parental involvement in school policies such as placement of students in low - performing schools and in the classrooms of ineffective teachers.

Yet the latest in a series indicators of school district effectiveness by Harvard University's Strategic Data Project at its Center for Education Policy Research show many districts do not know how to place and retain these teachers to help them succeed.

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.»

The National Center for Teacher Effectiveness is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C090023 to the Center for Education Policy Research at Harvard University.

Frequently these policies rely on standardized testing to measure student success and determine school and teacher effectiveness.

Successful implementation of updated, effectiveness - aware teacher policies hinges on putting actionable information about teacher effectiveness in the hands of managers.

The public attention to variations in teacher effectiveness led to an uproar — an uproar that helped focus the policy discussion and local bargaining.

The use of value - added measures of teacher effectiveness in policy and practice.

The naïve calls for «highly qualified teachers» in the No Child Left Behind act have been replaced by recognition that credentials and qualifications — the objects of past policies — are not closely related to teacher effectiveness in the classroom.

Acknowledging this influence and the lack of strong evidence supporting links between teacher effectiveness and traditional metrics that have driven teacher retention and compensation policies for decades, recent policy conversations have focused on new ways of measuring and rewarding effectiveness.

The use of LIFO rules instead of ones based on teacher effectiveness have been shown to increase the number of teachers who must be dismissed and to dramatically alter the quality of dismissals when compared to policies based on effectiveness.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

Her research has focused on policies intended to improve educator effectiveness such as teacher and principal evaluation, pay - for - performance, and intensive professional development.

As I have shown in the journals Educational Policy and the Journal of School Choice: International Research and Reform, licensure exams are very loosely related to teacher effectiveness.

Lead author of Rhetoric vs. Reality: What We Know and What We Need to Know About Vouchers and Charter Schools, he has published in the Journal of Research on Educational Effectiveness, Educational Evaluation and Policy Analysis, Behavioral Science and Policy, Statistics and Public Policy, the Journal of Labor Economics, Economics of Education Review, Education Finance and Policy, American Journal of Education, Teachers College Record, Peabody Journal of Education, Education Next, the Handbook of Research on School Choice, and the Encyclopedia of Education Economics and Finance.

During his tenure in Delaware, his team focused on improving policies and practices across the educator effectiveness continuum: educator preparation, licensure / certification, recruitment, placement, evaluation, professional learning, and teacher - leader career pathways.

A recent study by the Institute of Education Sciences and Mathematica Policy Research reported that having a teacher at the 10th percentile of effectiveness compared to having a teacher at the 90th percentile of effectiveness is roughly equivalent to a student achieving 15 percentile points higher on a reading test and 19 percentile points higher on a math test.

While these findings can not speak to the effectiveness of various certification policies, they at least dispel the notion that only the traditional route to teaching can produce good teachers.

If we are able to assess an educator's effectiveness accurately, we can improve the array of policies and practices that influence our teachers and school leaders.

As advocates pore over the results of teacher surveys being conducted nationally, at the state level, and even at individual schools, observers are beginning to ask questions about how the information can be used to inform policies to improve teachers» working conditions and promote teacher and leadership effectiveness.

Yet most voters seem to agree that classroom effectiveness should motivate teacher - staffing policies.