Sentences with phrase «teacher performance such»

The state requires that each local school system design a program incorporating components established by the state, including: an orientation program for new teachers prior to the start of the school year, mentor support such as regularly scheduled meetings during non-instructional time, opportunities for new teachers to observe and co-teach with skilled teachers with follow - up discussion of the experiences, ongoing professional learning activities, and ongoing formative review of new teacher performance such as classroom observation.

And for almost as many (23 %), the main motivation was an analysis of teacher performance such as through a lesson observation.

Not exact matches

Healthy Schools Schools can reduce asthma triggers by limiting chemicals and fragrances, such as found in disinfecting wipes used inside the school or on school grounds, that can trigger asthma and allergies, hurt student and teacher performance, and result in missed school days.

In its review of the contract, Educators 4 Excellence, an advocacy group of teachers that often was aligned with the Bloomberg administration's goals, gave the contract a barely passing grade and said it «overlooked several critical issues,» such as class sizes and a tenure - granting process that the group believes ought to be more closely linked to teacher performance.

«The Common Core Task Force Report has 21 common sense recommendations we've been seeking for several years including reducing the amount of testing and testing anxiety, making sure curriculum and exams are age appropriate and not placing such a heavy emphasis on teacher evaluations and student performance on the standardized test scores.»

«If the Education Secretary genuinely wishes England to do as well as countries such as Finland, to which he frequently refers in the White Paper, he should follow its example by replacing the inspection system with school self evaluation, refrain from the publication of results by school League Tables and the setting of narrow performance targets and allow teachers to choose their own method of teaching reading.

Hawkins was polling 9 % statewide even before a widely - praised debate performance, and has earned endorsements from a spectrum of people and organizations, including Ralph Nader, Seattle socialist city council member Kshama Sawant, education analyst Diane Ravitch, and former Mobil Oil VP - turned - renewable energy activist Lou Allstadt; as well as Albany weekly paper Metroland, 6 teachers» unions, 6 Democratic Party clubs, Socialist Alternative, and a number of groups leading the fight against school privatization, such as United Opt Out and the New York Badass Teacher Association.

Fariña said factors such as attendance and collaboration should be considered in measuring teachers» performance, noting that test scores were being de-emphasized across the country in teacher evaluations.

Implementing such a selective system would add to what already seems to be an exorbitant waste of resources in schools, as administrators spend more and more time observing and documenting teacher performance.

Some want the current majority to maintain control and continue pushing for changes such as a longer school day, more charter schools and a teacher contract that holds educators more accountable for performance.

These patterns remained largely intact, particularly for Latino teachers, even after considering factors such as student performance, teacher working conditions, and other measures of teacher efficacy.

It was everything from watching performances to books and movies; not just ballet films, but films that were in the same «tone», such as The Double Life of Veronique (1991, Krzysztof Kieslowski) or had similarities in the characters» relationships, such as The Piano Teacher (2001, Michael Haneke).

The inclusion of a number of almost ridiculous coincidences within the storyline (ie Dwight's ex-wife is Ethan's daughter's teacher, Ethan eventually hires Dwight as his lawyer, etc) certainly doesn't help matters, although it does remain fairly easy to overlook such concerns thanks to the uniformly effective performances (Phoenix is especially good here).

Now, in this Berlin Silver Bear winner from Mia Hansen - Løve — writer - director of such intimate films as Father of My Children and Goodbye First Love — Huppert delivers a note - perfect warm and wry performance as a philosophy teacher whose life is defined by ideas rather than circumstance, a woman of substance — intellectual, emotional, financial — who faces unexpected constraints and freedoms when the assumed certainties of her domestic life unravel.

They give a higher evaluation to private schools than to public ones in their local community, but opposition to market - oriented school - reform proposals such as performance pay for teachers and school vouchers seems to be on the rise.

Many pundits point to the fact that in the United States, teachers tend not to be drawn from the top of the academic - performance distribution, as is the case in countries with higher student achievement, such as Finland, Korea, and Singapore.

Teachers of concept - rich content should have an easier time coming up with project ideas and developing interesting, authentic performance tasks than their colleagues in courses such as those described above.

Director of the Melbourne Education Research Institute John Hattie has warned that some of the UK government's key education policies, such as performance related pay for teachers and increased academy conversion, are a «distraction» that will only have a «minimal» impact on student's learning.

Policymakers must weigh these costs against the substantial educational and economic benefits such systems can create for successive cohorts of students, both through avoiding the career - long retention of the lowest - performing teachers and through broad increases in performance in the overall teaching workforce.

In challenging the use of value - added models as part of evaluation systems, the teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.»

Among the places considering, piloting, or implementing teacher - evaluation systems based at least in part on a set of performance - based standards are Ann Arbor, Mich.; Chicago; the District of Columbia; Elgin and Rockford, Ill.; Prince George's County, Md.; and select districts in states such as Idaho, New York, Rhode Island, and Vermont.

But as the frequency, duration, and failure rate of these exams grew with the implementation of federal programs such as Race to the Top and new teacher - performance reviews...

She says that NAPLAN should be used to identify areas for improvement at a school or system level in areas such as mathematics and spelling, and not as a tool for measuring teacher performance.

The database includes information about each student's classroom teacher in a given year, which allows us to estimate how much the student learned in that year and to connect that information to such professional characteristics as teacher certification, acquisition of a master's degree, teacher experience, teacher test performance, and the specific school of education the teacher had attended within Florida, if the teacher had attended one of the eleven schools for which adequate numbers of teacher observations were available.

The state does not use performance assessments, such as local team evaluations or classroom observations, to evaluate the performance of teachers already in the classroom, but it is now considering such requirements.

I was wary of ever using such scores as a basis for evaluating teacher performance.

And at the local level, of course, all such decisions are subject to collective bargaining; and local unions have regularly made sure that the data don't actually get used in ways that might reflect on the performance of individual teachers, and thus be a threat to jobs.

The National Board's researchers rejected the use of student test scores as a measure of teacher performance, claiming, «It is not too much of an exaggeration to state that such measures have been cited as a cause of all of the nation's considerable problems in educating our youth....

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

Performance - based accountability evaluates teachers» effectiveness through a comprehensive, research - based system that combines such criteria as position responsibilities, classroom observations, and students» gains in test scores.

Or were less costly components of the teachers» National Board scores, such as the one - day assessment at a Sylvan Learning Center, just as effective as the costly, time - consuming (and coaching - or cheating - prone) portfolio in predicting student performance?

The policy analysis showed that in districts across the United States, tenure continues to protect ineffective veteran teachers from performance - based dismissal, the shortest possible timeline for dismissing such a teacher is unreasonably protracted, and dismissal is vulnerable to challenge.

After all, teacher buy - in is an important aspect of any pay - for - performance plan, especially if such plans are recruiting tools for the next generation of teachers.

Such pay innovations should also boost student achievement and, because they are based on performance, strengthen the argument for dramatically raising teacher salaries — at least for those with the highest levels of professional expertise.

Such subjective performance assessments are already used to evaluate untenured teachers, and they play a large role in promotion and compensation decisions in other occupations.

Several studies, including our own, clearly demonstrate that teacher evaluation systems that are based on a number of components, such as classroom observation scores and test - score gains, are already much more effective at predicting future teacher performance than paper credentials and years of experience.

Moreover, prominent voices in teacher preparation continue to question whether clear - cut measures of student outcomes — such as graduation rates or test performance — are legitimate measures of educational performance.

Such programs seem to encourage teachers to focus their work efforts on the areas of student performance that are being measured — primarily the core academic areas of mathematics, science, social studies, and reading.

He has received national attention for moves favored by reformers, such as opening 75 new schools operated by outside groups and staffed by non-union teachers; introducing a pay - for - performance plan that will eventually be in 40 Chicago schools; and working with organizations, including The New Teacher Project, Teach For America, and New Leaders for New Schools, that recruit talented educators through alternatives to the traditional education - school route.

We also left ourselves open to grossly misleading claims about our policies, such as the myth that we advocated evaluating teacher performance based on test scores alone.

Such results encourage the teachers at Craigslea to continue implementing the strategy of deliberate practice in their classrooms, but the best result was that the students gained personal satisfaction from their creativity and performance, as well as commitment to ongoing learning as musicians.

Throughout the country, and with the passage of the Elementary and Secondary Education Act, commonly known as the No Child Left Behind Act (which requires research - based assessment), student performance on these tests has become the basis for such critical decisions as student promotion from one grade to the next, and compensation for teachers and administrators.

Keen to explore the causes of variation in performance across different types of schools, I'll be looking at the possible driving forces behind a school's high or low performance, such as its geographical location, changes in leadership, freedom to innovate, the nature of the curriculum, recruitment of teachers, and so on.

The most conventional interpretation of such performance differences would be that the program provided effective incentives for teachers and that the evaluations carefully discriminated among teachers of high and low quality.

Nothing in the PISA data allows us to identify crucial aspects of performance pay schemes, such as the way in which teacher performance is measured, the size of the incremental earnings received by higher - performing teachers, or very much about the level of government at which or the manner in which decisions on merit pay are made.

For instance, are higher levels of performance anxiety in content - centered classrooms due to the focus on academic content or to the personalities of the teachers who defy convention in emphasizing such content?

They then seek school variables or student conditions such as household and community characteristics and school service levels (for example, teacher qualifications) that are statistically associated with that performance level.

Within a country's educational system, the relevant institutions and policies include the ways in which a society finances and manages its schools, how a society assesses student performance, and who is empowered to make basic educational decisions, such as which curricula to follow, which teachers to hire, and what textbooks to purchase.

Even in places where low - income and minority students are disproportionately assigned less - effective teachers, such differences explain only a small share of the total difference in performance between high - income and low - income students.

Moreover, there may be other factors, unrelated to class size, that lead to swings in classroom performance, such as a dog barking in the parking lot on the day of the test or special classroom «chemistry» reflecting a good match between a particular classroom of students and a particular teacher.