Sentences with phrase «teacher observational systems»

Not exact matches

Hence, this report was used as evidence that America's teacher evaluation systems were unacceptable and in need of reform, primarily given the subjectivities and flaws apparent and arguably inherent across the observational components of these systems.

For example, many states have adopted the research - backed Teaching Strategies GOLD assessment, which prompts teachers to collect observational data ranging from children's physical and social - emotional development to their literacy and math skills.Do - Hong Kim, Richard G. Lambert, and Diane C. Burts, «Evidence of the Validity of Teaching Strategies GOLD ® Assessment Tool for English Language Learners and Children with Disabilities,» Early Education and Development 24 (2013): 574 — 595, doi: 10.1080 / 10409289.2012.701500; Teaching Strategies, Teaching Strategies GOLD Assessment System: A Technical Summary, 2013.

Even though our observation system allowed for the possibility that a teacher could receive both codes within a given five - minute observational block, that is not what we found.

In fact, one observational system of which I am aware (i.e., the TAP System for Teacher and Student Advancement) is marketing its proprietary system, using as a primary selling point figures illustrating (with text explaining) how clients who use their system will improve their prior «Widget Effect» results (i.e., yielding such normal curves; see Figure below, as per Jerald & Van Hook, 2011, system of which I am aware (i.e., the TAP System for Teacher and Student Advancement) is marketing its proprietary system, using as a primary selling point figures illustrating (with text explaining) how clients who use their system will improve their prior «Widget Effect» results (i.e., yielding such normal curves; see Figure below, as per Jerald & Van Hook, 2011, System for Teacher and Student Advancement) is marketing its proprietary system, using as a primary selling point figures illustrating (with text explaining) how clients who use their system will improve their prior «Widget Effect» results (i.e., yielding such normal curves; see Figure below, as per Jerald & Van Hook, 2011, system, using as a primary selling point figures illustrating (with text explaining) how clients who use their system will improve their prior «Widget Effect» results (i.e., yielding such normal curves; see Figure below, as per Jerald & Van Hook, 2011, system will improve their prior «Widget Effect» results (i.e., yielding such normal curves; see Figure below, as per Jerald & Van Hook, 2011, p. 1).

Accordingly, even though their data for this part of this study come from one district, their findings are similar to others evidenced in the «Widget Effect» report; hence, there are still likely educational measurement (and validity) issues on both ends (i.e., with using such observational rubrics as part of America's reformed teacher evaluation systems and using survey methods to put into check these systems, overall).

Accordingly, this report was widely publicized given the assumed improbability that only 1 % of America's public school teachers were, in fact, ineffectual, and given the fact that such ineffective teachers apparently existed but were not being identified using standard teacher evaluation / observational systems in use at the time.

She also notes that if her system contradicts teachers» value - added scores, this too should «raise red flags» about the quality of the teacher, although she does not (in this article) pay any respect or regard for the issues not only inherent in value - added measures but also her observational system.

For all DC teachers, this is THE observational system used, and for 83 % of them these data are weighted at 75 % of their total «worth» (Dee & Wyckoff, 2013, p. 10).

Classroom Assessment Scoring System (CLASS) is an observational tool that measures teacher - child interactions.

In this case, observational systems were the only real «hard data» available for the other 78 % of teachers across school sites.

While in the conclusions section of this article authors stretch this finding out a bit, writing that «Overall, this study finds that there is promise in teacher evaluation reform in Chicago,» (p. 114) as primarily based on their findings about «the new observation process» (p. 114) being used in CPS, recall from the Review of Article # 4 prior (i.e., # 4 of 9 on observational systems» potentials here), these observational systems are not «new and improved.»

If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on observational systems» potentials here; see the Review of Article # 5 — on teachers» perceptions of observations and student growth here; see the Review of Article (Essay) # 6 — on VAMs as tools for «egg - crate» schools here; see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based assessment of VAMs» potentials here and Part II on «a modest solution» provided to us by Linda Darling - Hammond here.

See, for example, Table 1 on p. 98 of the article to see if what they have included within the list of components of such new and «complex, elaborate teacher observation systems systems» is actually new or much different than most of the observational systems in use prior.

If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on observational systems» potentials here; see the Review of Article # 5 — on teachers» perceptions of observations and student growth here; see the Review of Article (Essay) # 6 — on VAMs as tools for «egg - crate» schools here; and see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based assessment of VAMs» potentials here.

The long and short of it, though, is that the observational components of states» contemporary teacher systems certainly «add» more «value» than their value - added counterparts (see also here), especially when considering these systems» (in) formative purposes.

But to suggest that because these observational indicators (artificially) correlate with teachers» value - added scores at «weak» and «very weak» levels (see Notes 1 and 2 below), that this means that these observational systems might «add» more «value» to the summative sides of teacher evaluations (i.e., their predictive value) is premature, not to mention a bit absurd.

Directly related to the Review of Article # 4 prior (i.e., # 4 of 9 on observational systems» potentials here), these researchers found that Chicago teachers are, in general, positive about the evaluation system, primarily given the system's observational component (i.e., the Charlotte Danielson Framework for Teaching, used twice per year for tenured teachers and that counts for 75 % of teachers» evaluation scores), and not given the inclusion of student growth in this evaluation system (that counts for the other 25 %).

However, what we have seen since 2009, when states began to adopt what were then (and in many ways still are) viewed as America's «new and improved» or «strengthened» teacher evaluation systems, is that for 70 % of America's teachers, these teacher evaluation systems are still based only on the observational indicators being used prior, because for only 30 % of America's teachers are value - added estimates calculable.

In short, in this study researchers found that the observational components of states» contemporary teacher systems certainly «add» more «value» than their value - added counterparts, especially for (in) formative purposes.

This webinar will describe a comprehensive assessment and instruction solution that integrates The InvestiGator Club, a preschool curriculum that focuses on ten critical domains of learning, and The Work Sampling System, an authentic observational assessment that helps teachers individualize instruction.

For example, many states have adopted the research - backed Teaching Strategies GOLD assessment, which prompts teachers to collect observational data ranging from children's physical and social - emotional development to their literacy and math skills.Do - Hong Kim, Richard G. Lambert, and Diane C. Burts, «Evidence of the Validity of Teaching Strategies GOLD ® Assessment Tool for English Language Learners and Children with Disabilities,» Early Education and Development 24 (2013): 574 — 595, doi: 10.1080 / 10409289.2012.701500; Teaching Strategies, Teaching Strategies GOLD Assessment System: A Technical Summary, 2013.