Sentences with phrase «teacher quality reforms as»

Not exact matches

«Despite all these shortcomings in way in which GCSEs have been reformed, teachers and school leaders have continued, as ever, to ensure that pupils receive high quality learning experiences and can secure the best possible chance of exam success tomorrow.

As he launched the policy at the West Africa Senior High School in Accra today [Tuesday], the President said quality teacher training was essential to achieving the educational reforms to the fullest.

The first decade of the 21st century has also had a dominant strategy: incentive - based reforms, such as increasing competition among charter and district schools, merit - pay plans to improve teacher quality, and school - level accountability based on testing.

Let us also try some promising hybrids, such as the Teacher Advancement Program, developed by the Milken Family Foundation, which enhances teacher professionalism in ways that also recall a number of the recommendations of A Nation at Risk and the latter - day «alternative view» of teacher quality Teacher Advancement Program, developed by the Milken Family Foundation, which enhances teacher professionalism in ways that also recall a number of the recommendations of A Nation at Risk and the latter - day «alternative view» of teacher quality teacher professionalism in ways that also recall a number of the recommendations of A Nation at Risk and the latter - day «alternative view» of teacher quality teacher quality reform.

First, it should be conceded that Duncan has a great idea, rewarding states willing to undertake reforms such as launching high - quality charter schools (while closing bad ones) and using data to evaluate teacher effectiveness.

Despite persuasive evidence suggesting that a high - quality curriculum is a more cost - effective means of improving student outcomes than many more - popular ed - reform measures, such as merit pay for teachers or reducing class size, states have largely ignored curriculum reform.

Instead of regarding teacher unions as an obstacle to reform, a perspective I vehemently held for many years, I imagine teacher unions serving as a partner to improve teacher quality, thus, improving student learning.

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.

Still, the Massachusetts senator has outlined a series of education proposals, putting flesh on the reform bones in some areas, such as his plans for improving teacher quality and...

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

Education Next's Paul Peterson and Chester E. Finn, Jr. talk this week about whether teacher quality is eclipsing accountability and choice as a reform strategy and what role research plays in this.

In order to achieve this, the Commission suggests the government should mandate all schools in the ten lowest performing local authorities to take part in area - wide programmes, as well as reform the training and distribution of teachers across the country and create new incentives — including better starting pay — to get more of the highest - quality teachers into the schools that need them most.

His version of reform, judging by his record, centers on boosting teacher quality and supporting students with added services such as after - school programs.

Americans balk at some market - based reforms, such as paying more for teachers who work in fields like math and science, where quality teachers are in scarce supply.

For example, when vouchers were offered as a reform strategy directly against «doing what it takes to put a fully qualified teacher in every classroom,» 84 percent of respondents voted for teacher quality in contrast with 17 percent who voted for vouchers.

Universities have warned that reforms to teacher training courses could see high quality teacher trainees turned away as national limits are reached.

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.

But it's haphazard and the retirement reforms are of varying quality in terms of their utility as retirement policy — eg saving money by making it harder for new teachers to vest.

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.

Further education reforms will be hampered by low teacher quality as long as the salaries of teachers do not rise to a competitive level — the level that would attract many high - quality applicants.

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.

TFA, suitably representative of the liberal education reform more generally, underwrites, intentionally or not, the conservative assumptions of the education reform movement: that teacher's unions serve as barriers to quality education; that testing is the best way to assess quality education; that educating poor children is best done by institutionalizing them; that meritocracy is an end - in - itself; that social class is an unimportant variable in education reform; that education policy is best made by evading politics proper; and that faith in public school teachers is misplaced.

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).

According to a review by the National Council on Teacher Quality, a Washington, D.C. - based reform group, 20 states in 2012 required student achievement as a significant part of judging teacher performance, including multiple states where student data accounts for 50 percent of an evalTeacher Quality, a Washington, D.C. - based reform group, 20 states in 2012 required student achievement as a significant part of judging teacher performance, including multiple states where student data accounts for 50 percent of an evalteacher performance, including multiple states where student data accounts for 50 percent of an evaluation.

Earlier this month, plans from 16 states were approved and while these plans vary in specifics, many of the states focused on reforming teacher preparation as the key first step to improve quality.

Let's be clear: The need for rigorous, college - preparatory curricula with strong content is as critical an element in reforming American public education as advancing standards and accountability, overhauling teacher quality, expanding school choice, bolstering Parent Power, improving school leadership and building robust data systems.

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 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.

As Drew University professor Patrick McGuinn put it in 2015, «Teacher quality has become the centerpiece of the Obama administration's education agenda» and of «contemporary school reform.»

National Council on Teacher Quality attributed the rapid pace of change to the Race to the Top, the federal government competition that had recession - addled states vie for money in exchange for implementing education reforms, such as teacher evaluTeacher Quality attributed the rapid pace of change to the Race to the Top, the federal government competition that had recession - addled states vie for money in exchange for implementing education reforms, such as teacher evaluteacher evaluations.

In Alabama, where the state sustained aggressive reading instruction and curriculum reform (even as it failed to overhaul teacher quality and expand school choice), 33 percent of students read Below Basic, a 15 percent decline from nine years ago; the percentage of poor fourth - graders who were functionally illiterate declined by 16 percent in that same period, from 61 percent to 45 percent.

Notably, the «National Council on Teacher Quality attributed the rapid pace of change to the Race to the Top, the federal government competition that had recession - addled states vie for money in exchange for implementing education reforms, such as teacher evaluations.Teacher Quality attributed the rapid pace of change to the Race to the Top, the federal government competition that had recession - addled states vie for money in exchange for implementing education reforms, such as teacher evaluations.teacher evaluations.»

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.

Given the presence of these groups, along with the presence of Alliance for Educational Justice (another group backed by AFT), it is little wonder why so much of the «manifesto» focuses on opposing choice and Parent Power, as well as calling for districts to stop hiring recruits trained by Teach For America, the teacher quality reform outfit that has long been the bane of the Big Two's existence.

And the Obama administration has cited improving teacher quality as one of four education - reform areas it plans to target in particular.

These reforms are improving teacher and principal evaluation and support, as well as turning around low - performing schools and expanding access to high - quality schools.