Sentences with phrase «teacher quality reform efforts»

After all, the AFT (along with the NEA) have lost influence because accountability, choice, and teacher quality reform efforts continue to shine light on the failed policies and practices they defend.

Apparently, Hess ignores the decade of research on other issues — from the expansion of school choice, to teacher quality reform efforts, to even the work on the academic prospects of high - achieving students being conducted by Fordham and other outfits — as well as the focus of state and federal policymaking on such matters as bullying and using schools to combat childhood obesity.

This time around, Kline's proposal resembles the teacher quality reform efforts being advanced by the Obama Administration through the sensible Race to the Top grant competition and the counterproductive No Child waiver gambit.

Not exact matches

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

To date, most ed - reform efforts have been aimed at mere structural change — expanding the reach of school choice and charter schools, improving teacher quality, or insisting on test - driven accountability.

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

Given this reality, many education leaders have rightly made it their priority to recruit high - quality teachers to work with their students, and many of the leading education reform efforts focus on teachers.

The release in January of the Teaching Commission's report, «Teaching at Risk: A Call to Action,» presents us with an opportunity to reconsider the importance of teacher quality as a critical variable in the current effort to implement standards - based reform and high - stakes accountability.

Second, TNTP does not view policy reform efforts as separate from the daily work of recruiting, training, and hiring high - quality teachers, but rather as an integral part of it.

Based on the reforms that occurred immediately prior to and during the Klein administration, it is clear that there has been a concerted effort to alter regulations, policies and practices to improve the overall quality of New York City teachers and especially ensure that students most in need of effective teachers are more likely to get them.

Indeed, improving the quality of teachers has been a core strategy for school improvement in the New York City (NYC) reform effort.

Efforts to force teacher quality reform got a boost last year when the Los Angeles Times revealed the performance of the district's 11,500 elementary school teachers — by name — during its powerful, controversial and much - needed series on the low quality of the district's instruction.

The parents union, along with the parent empowerment efforts of StudentsFirst's New York affiliate (which is helping families in the Big Apple's traditional district fight for school libraries as well as lobby for teacher quality and other reforms), is actively helping families do more than just have a voice.

It was Gwen Samuel, a mother from Connecticut bereft of shiny public policy credentials, who led the passage of the nation's second Parent Trigger law and has spurred the current efforts at reforming teacher quality and expanding school choice happening in the Nutmeg State.

That is not to say that efforts to improve teacher quality, modernize curriculum, infuse technology into the classroom where it makes sense and other reforms should not be pursued.

These sweeping generalizations are very effective in removing all blame from the school system and preventing education reform efforts that could ensure that EVERY child receives the same quality of schools and teachers that wealthy students enjoy.

On this month's Conversation, Editor RiShawn Biddle chats with Connecticut Parents Union President Gwen Samuel and mothers running the Hartford Parents Organization about their efforts to champion school choice and teacher quality reforms in one of Dropout Nation «s States to Watch.

Some of this certainly has to do with NEA and AFT affiliates, which have worked hard to beat back any efforts at systemic reform especially in the area of overhauling teacher quality.

Save for a few NAACP branches (including its affiliate in Connecticut, have stepped up in the discussions over Gov. Dan Malloy's school reform effort, and advocated on behalf of Bridgeport mother Tanya McDowell, who will serve five years for trying to provide her child with a high - quality school), the nation's oldest civil rights group offers nothing substantial on addressing issues such as ending Zip Code Education policies, expanding school choice, addressing childhood illiteracy, and revamping how teachers are recruited, trained, paid, and evaluated (especially when it comes to bringing more black men into the teaching profession).

Exploring «union reform» efforts in ways that expands the role of teacher voice in education reform efforts, incorporates social justice for students and families and strengthens the quality of the teaching profession

This is true, and it's a fine argument for focusing education policy efforts on sustainable teacher quality reforms, such as recruiting more academically talented young people into the profession, requiring new teachers to undergo significant apprenticeship periods working alongside master educators, and creating career ladders that reward excellent teachers who agree to stay in the classroom long - term and mentor their peers.

In the «Culture of Countenance: Teachers, Observers and the Effort to Reform Teacher Evaluations», DFER Policy Analyst and former teacher Mac LeBuhn communicates that unless reformers can change the «culture of countenance» regarding teacher observations new reforms to evaluations will continue the same quality - blind praTeacher Evaluations», DFER Policy Analyst and former teacher Mac LeBuhn communicates that unless reformers can change the «culture of countenance» regarding teacher observations new reforms to evaluations will continue the same quality - blind prateacher Mac LeBuhn communicates that unless reformers can change the «culture of countenance» regarding teacher observations new reforms to evaluations will continue the same quality - blind prateacher observations new reforms to evaluations will continue the same quality - blind practices.

By the end of that decade, southern governors and chambers of commerce successfully launched a wave of curricula standards, standardized testing regimes, and teacher quality efforts that would be at the heart of the school reform movement of today.

He describes the nation's main education law as an «impediment to reform,» citing ESEA's outdated testing regimen, accountability measures, and teacher quality determinations, all of which fail to align with the widely adopted Common Core State Standards as well as recent state efforts to overhaul their teacher evaluation systems.

The National Board for Professional Teaching Standards is a nonprofit organization that strives to advance the quality of teaching and learning by developing professional standards for accomplished teaching and integrating Board - certifed teachers into educational reform efforts.