Sentences with phrase «teacher retention decisions»

This paper explores the relationship between school contextual factors and teacher retention decisions in New York City.

Do pensions affect teacher retention decisions?

If those value - added results were to be used for teacher retention decisions, students would be deprived of some of their most effective teachers, Rothstein concluded.

But just as certainly, the teachers unions are aghast that anybody would want student outcomes to play a prominent role in teacher retention decisions.

These things are important, because it suggests that there are much larger forces at play in teacher retention decisions than whatever education cause du jour receives the blame.

Not exact matches

For many purposes, such as tenure or retention decisions, it is not the «year to year» correlation that matters, but the «year - to - career» — that is, the degree to which a single year's value - added measure would provide information about a teacher's likely impact on students over their future careers.

The administrators have to quit hiding behind the «it's all the unions» fault» slogan and figure out how to evaluate teachers and to use that information in pay and retention decisions.

The district's decision to hire teachers for summer school — part of the retention plan — outside of union hiring rules created another furor.

From a broader perspective, this means that our significant investment in pensions is not affecting the retention decisions for large groups of teachers.

Staff attrition and retention continues to be a problem for education systems around the world, so understanding the factors that influence a teacher's decision to leave the profession and, conversely, the kind of support that might make them stay is a hot topic for researchers.

The report concluded that the current rate of teacher retention was «unacceptable» and it was essential the views of teachers were heard by decision makers, policy makers and key stakeholders to help improve this outcome.

Hanushek suggests a different approach: «We need to refine the evaluation of teacher effectiveness, and we need to introduce the serious use of evaluations into the schools, evaluations that guide tenure, retention, and pay decisions.»

This inability to make informed, data - driven decisions represents a major hurdle to any school or MAT looking to improve their current teacher recruitment and retention activity.

States should change their tenure statutes to explicitly mandate that teacher retention and dismissal decisions incorporate teacher effectiveness data.

[vi] The transformation model required replacing the principal, implementing curricular reform, and introducing teacher evaluations based in part on student performance and used in personnel decisions (e.g., rewards, promotions, retentions, and firing).

High - stakes testing refers to the use of assessment data to make decisions about enrollment, retention, promotion, incentives for children or teachers, or other tangible rewards or punishments (Madaus, 1988; Meisels, 1989).

Its purpose was to promote the usage of students» test scores to grade and pay teachers annual bonuses (i.e., «supplements») as per their performance, and «provide a procedure for observing and evaluating teachers» to help make other «significant differentiation [s] in pay, retention, promotion, dismissals, and other staffing decisions, including transfers, placements, and preferences in the event of reductions in force, [as] primarily [based] on evaluation results.»

To make matters worse, the legislature has mandated that teacher ratings be used to make important employment decisions such as pay, promotion, assignment, and retention.»

The task has proven so difficult that last August, the federal Education Department gave states and districts until the start of the 2013 - 14 school year to have the systems fully implemented for use in teacher compensation and retention decisions.

Each decision presents varying degrees of ethical dilemmas that can result in professional and personal tension which is often evidenced by diminishing teacher retention and effectiveness.

This revamped approach to the training, support, and assessment of teacher candidates has demonstrated that it is possible to meaningfully assess and differentiate first - year teacher performance and make sound certification and retention decisions based on the evidence.

Worse, these back - end salary bumps are also not doing much to shape the retention decisions for those teachers who do reach them, at least not according to the state's pension plan.

Experts advise that parents should be included in all decisions related to the promotion or retention of their child and should voice their concerns to the teacher and school (Jimerson & Renshaw, 2012), and be aware of their school district's policies on retention.

States and school districts are using the evaluation systems to make key personnel decisions about retention, dismissal, and compensation of teachers and principals.

In addition to being one of the highest performing schools in the state, this charter school has a very high teacher retention rate, in part because leaders include teachers in every aspect of their decision making.

There are so many factors that teachers need to look at in a retention decision.

Under the state directives, evaluation results will be used for teacher promotion and retention decisions.

This brief summarizes research on teacher recruitment and retention, identifies key factors that influence decisions to enter, stay in, or leave the profession, and offers evidence - based recommendations for policymakers.

It advances the efficient implementation of decisions, maximizes the range of knowledge and experience that go into school administration, makes all key administrative decisions visible to all, holds everyone accountable for the effective management of the school, promotes harmonious administration, cultivates the civic goals of schooling, and may likely increase teacher retention.

The regulations adopted by the New York State Board of Regents based on the 2010 law changing how the evaluations must work includings a line that says the new evaluations must be «a significant factor in employment decisions such as promotion, retention, tenure determinations, termination, and supplemental compensation,» as well as how teacher and principal development is approached.

The report reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence a teacher's decision to enter, remain in, or leave the teaching profession, generally, and high - need schools, specifically.

The democratic and distributed leadership model advances the efficient implementation of decisions, maximizes the range of knowledge and experience that go into school administration, makes all key administrative decisions visible to all, holds everyone accountable for the effective management of the school, promotes harmonious administration, cultivates the civic goals of schooling, and may likely increase teacher retention.

This district is to use these data, along with student growth ratings, to inform decisions about teachers» tenure, retention, and pay - for - performance system, in compliance with the state's still current teacher evaluation system.

Making Informed Decisions: An Administrator's Guide to Understanding Early Education Research unpacks what research tells us around selected issues in early childhood education such as what makes an effective early learning program, essential elements of high quality pre-K, retention, teacher qualifications, and administrator qualifications.

In 1970, Henry Levin published the first article applying the economic principles of cost - effectiveness analysis to education decision - making in a study addressing teacher recruitment and retention.

This 2011 report surveys recently passed teacher evaluation policies in five states and rates each on the law's strengths and weaknesses in teacher evaluation design requirements, transparency and public reporting of evaluation data, principal autonomy over teacher hiring and placement, and the extent to which the law links teacher evaluation results to key personnel decisions, including tenure, reductions in force, dismissal of underperforming teachers, and retention.

Teachers» perceptions of the school administration have by far the greatest influence on teacher - retention decisions.

Related, Alabama districts may no longer use teachers» «seniority, degrees, or credentials as a basis for determining pay or making the retention, promotion, dismissal, and staffing decisions.»

More specifically, the bill is to «provide a procedure for observing and evaluating teachers» to help make «significant differentiation [s] in pay, retention, promotion, dismissals, and other staffing decisions, including transfers, placements, and preferences in the event of reductions in force, [as] primarily [based] on evaluation results.»