Sentences with phrase «teacher observation method»

Not exact matches

We were able to expose [our teachers] to different observation models, the purposes behind them, and we were able to gauge (through feedback) the preferred methods that teachers here had.

The researchers» first - hand observation and extensive interviewing of student teachers and first - year teachers in three school districts near Salt Lake City during the 1982 - 83 school year revealed that the instructors used their own ideas about teaching about as often as they used methods taught them in education schools.

In our report, we introduced a method for adjusting for the bias in classroom observation scores by taking into account the demographic make - up of teachers» classrooms.

We contend, however, that evaluations based on observations of classroom practice are valuable, even if they do not predict student achievement gains considerably better than more subjective methods like principal ratings of teachers.

The only «strong research» NCTQ cites for support of the claim «that entering teachers learn crucial methods of instruction and management through observation of and supervised practice in schools where staff are successfully teaching students living in poverty» is a study by Matthew Ronfeldt.

The administration will allow states greater flexibility to use other teacher - evaluation methods, such as student and parent surveys and observation and feedback systems.

Recent work suggests that direct training methods, such as mentoring and coaching and constructive feedback based on observation of teachers, can improve early education practice and children's performance.

The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well - developed observation skills.

The plan shall describe the methods that the school districts or BOCES shall employ to assess teachers» performance, which may include but is not limited to the following: classroom observation, videotape assessment, self review, peer review and portfolio review.

We utilized a pre - and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal.

Research methods included routine and repeated observation of reading instruction, survey and interview data regarding classroom practices, and teacher - submitted time logs detailing reading instruction.

In Florida, the state paid Houghton Mifflin Harcourt, a for - profit textbook publisher, $ 4.8 million to develop classroom observation methods and nearly $ 4 million to the American Institutes for Research, a nonprofit, to create a value - added model for grading teachers based on student test scores, according to state officials.

The result is a simple yet comprehensive framework that cuts to the core of good observation practice, maximizing an educator's ability to improve teacher performance, while steering away from methods that get in the way of progress.

With an improved and more consistent form of observation and feedback, these aspiring leaders are better able to help guide teachers toward improved teaching methods.

Preservice teachers often struggle with making sense of what they have learned in their methods courses about «research - based practice» and the reality that they find in the classrooms in which they are placed for observations and teaching experiences.

As the leader of teacher - driven observation, the observed teacher selects the data - collection methods observers will use.

The observed teacher identifies the focus of the observation, developing a question that reflects an area about which he or she wants to learn more, and that connects to the relationship between the teachers» instructional methods and students» learning.

Changes to teacher evaluation methods have been driven in part by claims that traditional teacher evaluations and classroom observations were deeply flawed, failing to identify ineffective teachers.

Nonetheless, this year the Memphis school district adopted a version of D.C.'s classroom observation method, one that reform advocates hail as revolutionary even as some critics say it stifles teacher creativity.

Local educators say they chose the D.C. observation method — essentially a list of standards that teachers must demonstrate during a classroom observation, such as promoting critical thinking among students or managing classroom behavior — after looking closely at three different options.

Waiver winners rely on a range of measures and methods for assessing teacher professional practice, including classroom observations, self - assessments and reflection, teaching artifacts, student - learning measures, and surveys of students and parents.

This article reports on an exploratory project in which we designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video.

Our primary treatment consisted of the video annotation with expert feedback method (coding) that included teacher education students writing their video - based observations before being shown the experts» observations.

And yet, the researchers argue that using test scores to make high - stakes decisions about teachers» jobs is actually a more accurate method than previous systems, which often depended on cursory classroom observations, pass rates on licensure tests, and degrees earned.

Using the ITV system, the guided observation consisted of the teacher candidate observing an inservice PK - 12 teacher teaching a selected topic using a strategic method of instruction.

We also designed a less sophisticated version of the interactive video method that maintained the critical design elements of using classroom teaching video of other preservice teachers for stimulus material and using experts» observations as feedback.

In recent years, video - based observation has been taken to a high level as teacher education researchers have repurposed the video annotation methods and tools developed for qualitative research (Rich & Hannafin, 2009), usually with the instructional goal of generating deeper self - reflection (e.g., Calandra, Brantley - Dias, Lee, & Fox, 2009; Rich & Hannafin, 2008; van Es & Sherin, 2002).

Earlier studies released by the MET project had examined three potential measures of teacher quality: observations of teachers keyed to teaching frameworks, surveys of students» perceptions of their teachers, and a value - added method, which attempts to isolate teachers» contributions to their students» academic achievement.

As external evaluators for the project, our methods included observations of teachers» professional development, classroom activities, and family engagement activities, as well as interviews with parents, teachers, and project team members, and surveys of teachers and parents, including family forms to track project resource use.

The teacher also conducts an observational assessment with David using intuitive icons to record observations of the student's problem - solving methods.

REA has employed a mixed methods approach, including pre - and post surveys, qualitative interviews, and observations to measure the quality of implementation and impacts on teachers and students.

Because SEL is unique to each child, these core competencies can be used by teachers to build their own SEL rubrics, to know what to look for in observation and narrative documentation about students» personal growth, and to evaluate school wide SEL programs and evaluation methods.

The teacher leaders developed sustainable methods of communicating with their teams three times over the course of a month: 1) midway through the month, the teacher leaders hand back to their site colleagues copies of the reflections they wrote at the last meeting and the plans they chose to implement during the month; 2) Co-principal Maria Carriedo sends an email to all the teachers a week before each meeting to remind them to bring their observations of their focal students; 3) teachers make notes to themselves, in a simple chart form, about the interventions and behaviors they plan to track and keep these on their classroom walls as an easy way to document their focal students» progress.

For instance, strong qualitative methods would help with direct observation of teacher practice.

The first approach of video coding, based on qualitative research methods, required preservice teachers to write their own observations when viewing short video clips before being shown the observations written by experts who had viewed the same clips.

Observations lasted for 50 minutes on 2 different days in the fall and spring each year using the interactive teaching map to document the use of the targeted teaching strategies in all conditions.37 Greater use of the experimental instructional and management methods was observed in intervention classrooms, as discussed elsewhere.38 Teachers» use of the experimental instructional and management methods has been found to predict short - term variation across classrooms in students» levels of social development constructs related to school bonding.38

Multiple - method assessments included delinquency as measured by teacher reports and official arrest records, parenting skills measured by observations of parent - child interactions, and deviant peer association as reported by boys in the intervention group.

Namely, the use of multiple informants (i.e., mother, father, teacher) to rate child CU traits and behavior, unique methods (i.e., self - reports and direct observations) to assess two distinct dimensions of parents» emotion socialization style, and the use of independent and heterogeneous samples (i.e., community and clinic children) to test our hypotheses.

Describe student and teacher classroom observation methods for improving academic production and classroom management