Sentences with phrase «teacher quality problem»

Hanushek explains that regulations in general are not likely to solve the teacher quality problem.

But federal Education Secretary Arne Duncan took a more positive tone: Duncan said the decision «presents the opportunity» for California to «build a new framework» and fix teacher quality problems.

Not exact matches

A longitudinal study by the National Institute of Child Health and Human Development concluded in 2007 that «although parenting was a stronger and more consistent predictor of children's development than early child ‐ care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher ‐ reported externalizing problems.

In an op - ed published by the NY Daily News, Executive Director, Micah Lasher, calls on the commission to boldy confront problems and focus on improving teacher quality:

But as long as states and / or the federal government increase demands on teachers while canceling some of these very programs, the problem rural and remote schools face in attracting and retaining quality teachers is just not likely to fade.

The situation provides an early indicator of states» responses to the new teacher - quality mandates in the «No Child Left Behind Act» of 2001 — and of how a state that has had chronic problems finding qualified teachers for its toughest classrooms might meet them.

One of the biggest problems is teacher quality, which, in Dadaab, has thorny political implications.

The NAHT published its annual recruitment survey before the meeting, which reported 79 per cent of school leaders were facing problems in recruiting quality teachers.

The basic problem with the teacher professionalism agenda, as currently constructed, is that it rests on a shaky evidentiary and research base concerning its ability to boost student learning or to address either the quality or quantity challenges of the current teaching force.

His verbal attacks on teachers and the teacher union were not matched by any significant attempts to address problems with teacher quality.

One teacher message board that put the call out for quality detention activities drew suggestions including everything from having students finish a series of math problems, to the oldest detention activity in the book: seated silence.

Certainly, one part of the problem is that, 50 years later, we are still debating the extent to which education policy ought to focus on teacher quality, and on the performance of individual teachers in particular.

The problem, NCTQ's Kate Walsh told me, is that teacher quality has been ignored as a reform issue until fairly recently.

That's a shame, since the same basic dysfunctions that ail general education afflict special education too: middling (or worse) teacher quality; an inclination to throw «more people» at any problem; a reluctance to look at cost - effectiveness; a crazy quilt of governance and decision - making authorities; a tendency to add rather than replace or redirect; and a full - on fear of results - based accountability.

This problem affects the selection and quality of the candidates in most of the nation's teacher education programs.

But CMOs also suffer from many self - inflicted problems as they scale: many are dealing with very high teacher turnover, increasing standardization and bureaucracy, and difficulty maintaining consistent quality, especially in their high - school models.

The problem is that this is hard to sustain if lots of programs are competing for the same pool of folks, and I'm completely unconvinced that the miraculous enthusiasm for clinical residencies would spur the nation's 1,300 + teacher preparation programs to suddenly become much more selective — or to have much more success attracting high - quality candidates.

Thus teacher preparation faces both cost and quality problems.

The students are sharing thoughts about a single high - quality math problem they worked on solving earlier in the period without teacher guidance.

In Denver, when the school district did a deep - dive analysis to improve the quality of teacher applicants (it had already determined quantity was not a problem), it collected information from charter and district schools.

«We could start to tackle the teacher - quality problem not by finding more superheroes able to master a hugely demanding job, or by placing boundless faith in training and professional development, but by rethinking the way we define the role so that more people might do it well.

Just the fact that teacher quality is not the sole driver of the problem doesn't mean it couldn't be an important part of closing the gap.

«The recruitment and retention of high quality teachers is a national problem and one that has a direct, major impact on, not only our children's education, but their well - being and confidence.

The chief inspector warned that teacher retention was critical to maintaining a quality teaching workforce and maintained that «unless we get leadership right then we will still continue to have problems.»

He discusses the problem of retaining high - quality teachers at low - performing schools in this Wire Side Chat.

The problem is that teacher quality measured by effectiveness in the classroom is not consistently related to the training and backgrounds of teachers.

Finally, an individual student's academic success depends not so much on whether he or she attends a private or public school but rather on a complex interaction of abilities, attitudes, and strengths or problems brought to school; the skills and knowledge of teachers; and the quality of the learning environment.

They have directly experienced the teacher quality conundrum in hard - to - staff schools, and they will presumably be willing to advocate for new approaches to ameliorate the problems of underresourced schools and underserved children.

I don't think that the existence of cheating «gives tacit support to arguments that standardized testing should not be used in evaluating teachers or for systemic reform,» it seems to demonstrate the problems that occur when reformers use low quality, and poorly administered, standardized tests as the primary measure of teacher quality.

In the latest iteration of its Teacher Prep Review, the National Council on Teacher Quality (NCTQ) asserts that graduate teacher preparation programs and alternative - route programs are facing some «severe structural problems» with what the council deems to be necessary fundamental elements of a successful teacher preparation pTeacher Prep Review, the National Council on Teacher Quality (NCTQ) asserts that graduate teacher preparation programs and alternative - route programs are facing some «severe structural problems» with what the council deems to be necessary fundamental elements of a successful teacher preparation pTeacher Quality (NCTQ) asserts that graduate teacher preparation programs and alternative - route programs are facing some «severe structural problems» with what the council deems to be necessary fundamental elements of a successful teacher preparation pteacher preparation programs and alternative - route programs are facing some «severe structural problems» with what the council deems to be necessary fundamental elements of a successful teacher preparation pteacher preparation program.

I'm talking about things like teacher licensing mandates, which researchers have long found do not improve teacher quality and traffic in disproven education fads (but do provide easy - access cash cows for state departments of education and teacher colleges since teachers are required to keep buying their products to maintain certification); ever - increasing testing and data - entry mandates; centralized curriculum mandates like Common Core; centralized teacher evaluation and ratings systems; and the massive data entry required to document things like student behavior problems and special education services.

Backers call the evaluations a way to help ensure quality teachers, and that repeated delays in using test score data were becoming a problem.

A part of that low - quality education problem lies with the low expectations among teachers and principals, many of whom share Gardner's outdated (and historically, racialist - driven) thinking.

Technology offers teachers the ability to transform the quality of instruction — to achieve a more student - centered learning environment, have more differentiated instruction, and develop problem - or project - based learning, and demand higher order thinking skills.

While it is nice to have data on teacher absenteeism (and the information illuminates the extent of the problem), the lack of information on chronic absenteeism — a key indicator of whether a student is on the path to dropping out — means that we don't know how poorly schools are doing in providing high - quality instruction and curricula to the students in their care.

The NUT has repeatedly warned that, if the Government continues its strategy of below - inflation pay awards for teachers, cutting the real value of pay and reducing its competitiveness, teacher supply problems will persist and the quality of education provision will decline.»

But finding good staff had not been a problem, he added: «Because of our expansion we needed to recruit significantly last year and we are getting quality teachers.»

Research has shown the long - term benefits of high - quality play - based kindergarten programs, where children are exposed to learning and problem solving through self - initiated activities and teacher guidance.

Peer problems, geographic mobility, and challenges in attracting and retaining good teachers have made it difficult to provide consistently high - quality learning experiences in schools serving a large proportion of low - income students.

Many teacher school systems face problems from teacher quality to student overcrowding to budgetary issues.

All TeachingWorks working papers are subject to a blind review process that focuses on the relevance of the proposed work to pressing problems in teacher education, the transparency and relevance of the methods to the questions asked, as well as the quality of the writing.

«Bumping rights had been viewed as a problem for those of us trying to get quality teachers in the classroom,» said Kevin Chavous, a Washington, D.C., council member who helped craft the law.»

In February 2013, the Commission on Equity and Excellence in Education released a report that highlighted the many challenges that teacher preparation programs face, including the problem of program quality from state - to - state, and the misalignment of state systems to recruit, retain, prepare, license, evaluate, develop, and compensate effective teachers.

To alleviate this problem, schools need to have «just right» interventions in place with a qualified interventionist who can help the teacher and staff interpret the data, create a quality plan of intervention with appropriate strategies, help monitor whether the intervention was effective, and redesign and implement a new plan of action.

The rules requiring waiver states to submit plans for providing poor and minority children with high - quality teachers was unworkable because it doesn't address the supply problem at the heart of the teacher quality issues facing American public education; the fact that state education departments would have to battle with teachers» union affiliates, suburban districts, and the middle - class white families those districts serve made the entire concept a non-starter.

As districts face the recurring problem of ensuring every student has access to a high - quality teacher, a growing number have begun to proactively form deep, mutually beneficial partnerships with teacher preparation programs to produce teacher candidates who match their specific needs.

Thiesfeldt has no problem with the state using tests to measure teacher or school quality.

Teacher candidates were able to describe what was required of a teacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based leTeacher candidates were able to describe what was required of a teacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based leteacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based learning.

The problem, they said, was that objective, high - quality tests that would be capable of measuring teacher performance were not in place.

What these numbers do not show is a growing national problem, particularly acute in North Carolina that was not discussed in the debate over the budget — the problem of attracting high quality teachers to teach in the state's public schools.