Sentences with phrase «teachers about your scores»

Not exact matches

«I ask our coaches to go in and visit with classroom teachers about the youngster's presence in the classroom — not just how he does on test scores, but his presence.

And especially in this moment when we really care a lot about accountability in schools, there has been an increasing emphasis on finding measures — like a student's standardized test scores — to tell us if a teacher is a good teacher.

But are high schools — most of which have had to lay off teachers and staff because of budget cutbacks and are struggling to boost academic scores to keep up with new legislation — the best place to teach kids about marriage?

Madeleine emphasized the importance of collaboration and communication; addressing barriers with teachers and principals who express resistance to in - classroom breakfast, and using the facts about breakfast — it improves test scores, and can be implemented with minimal additional work for everyone involved — to create support for the program.

New York's current law — pushed by Cuomo in April — allows districts to base up to about half of teachers» annual evaluations on «growth scores» generated by a complex numerical formula.

The letter, written by a top Cuomo aide, says the student test scores are «unacceptable,» and asks Board of Regents Chancellor Merryl Tisch and outgoing Education Commissioner John King what to do about an evaluation system that rates just 1 percent of all of the teachers in the state as poorly performing.

Anecdotally, he said, the UFT is hearing about teachers who were told they will have their probations extended because their principal is new, because their principal neglected to do the required observations or because their school has failing scores.

The American Statistical Association and other research groups have issued serious cautions about using test scores to measure teacher effectiveness, with some concluding it is junk science.»

Following a three - year study that involved about 3,000 teachers, analysts said the most accurate measure of a teacher's effectiveness was a combination of classroom observations by at least two evaluators, along with student scores counting for between 33 percent and 50 percent of the overall evaluation.

Leadership in both houses of the state Legislature support a two - year moratorium on using Common Core - aligned test scores to evaluate teachers and principals or to make decisions about student placement or promotion, a plan supported by teachers» unions.

About 92 percent of teachers outside New York City received high scores under the system, as did about 87 percent of princiAbout 92 percent of teachers outside New York City received high scores under the system, as did about 87 percent of princiabout 87 percent of principals.

About 38,000 teachers, or 20 percent, had one - fifth of their evaluations based on their students» scores in the fourth - through eighth - grade English and math tests.

Just about the same percentage of voters say teacher tenure should not be based on test scores either.

She's infamously demanding of her teachers and employees, rattling off a constant stream of emails about school improvements and test scores, and current and former Success teachers have described anxiety and fear in their schools when Moskowitz has come to visit.

Assemblywoman Pat Fahy, a Democrat from Albany, said she wasn't convinced, either, that the new model addressed her conference's concerns about the reliance on student test scores to rate teachers.

The chancellor said lawmakers should «reopen» a section of the law that increases to about 50 percent the maximum weight that local school districts can assign to so - called «growth» scores in judging teachers» classroom performance.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

Gov. Andrew M. Cuomo, once her ally on using test scores in teacher evaluations, did an about - face.

The task force's report, which came with Mr. Cuomo's implicit approval, represented an about face by the governor, a Democrat, who in January had called for test scores to account for half of some teachers» evaluations.

Many had predicted recognition for Whiplash's editing and best supporting actor (JK Simmons), but Damien Chazelle's taut drama about a ferocious drum teacher also scored best picture, best sound editing and best adapted screenplay nominations.

Wrong Answer will be based in part on a New Yorker article about the Atlanta teachers who were in an untenable situation — the No Child Left Behind Act that was passed in 2001 threatened to shut down the Parks Middle School based on standardized test scores with no consideration for testing bias.

She steals a teacher's grade book and then lies about her math grade to get a better score.

It's fine to talk about more technology in our classrooms, smaller class sizes, new teaching and learning strategies, teacher training, and higher test scores, but few of these discussions get us to the heart of the matter — the roots of our current system.

When we ask questions, and when we're genuinely curious about what students say, we are communicating an authentic desire to get to know who they are beyond their test scores and beyond what other teachers may share.

It would seem that the ongoing discussions about «teacher effectiveness» and the creation of evaluation systems focused on measuring a teacher's capacity (increasingly based on test scores) often do very little to actually develop that capacity.

We should be considerably more humble about claiming to know which teachers, schools, and programs are good or bad based on an examination of their test scores.

If parents think that certain teachers, schools, and programs are good because there is a waiting list demanding them, we should be very cautious about declaring that they are mistaken based on an examination of test scores.

Eric Hanushek is interviewed by the Wall Street Journal about why teachers» value - added scores should be made public.

Hey... WHAT ABOUT ASKING A TEACHER!?!?!?!?!? Every year our principal says make sure to look at the NAPLAN scores it will give you an insight into some of your students.

Remarkably, there is no disagreement about the facts regarding volatility: the correlation in teacher - level value - added scores from one year to the next is in the range of.35 to.60.

Students of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course in person.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

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.»

Because only about 15 percent to 30 percent of teachers instruct in grades and subjects in which standardized - test - score data are available, some states and districts have devised or added additional tests.

«Minimally effective» teachers whose scores were closest to the «effective» threshold were less likely to leave than those with lower scores; about one in four teachers whose scores were within 25 points of the «effective» threshold chose to leave their jobs, compared to about one in three whose scores were more than 25 points below.

She attributes the lack of advice to the fact that many teachers are as «stumped» about ways to increase vocabulary and raise test scores as she is.

These functions include the ease with which teachers and other adults who are regularly around individual students can directly observe the soft skills they are expected to support, the clear implications for intervention suggested by low scores on a particular skill by a particular student or group of students, the signals sent to administrators about teachers and groups of students who may need additional help, and the usefulness in communicating with parents.

The results of this new research demonstrate that the potential benefits of increased teacher diversity extend well beyond standardized test scores, raising important questions about lost opportunities caused by the underrepresentation of minority teachers in America today.

Some teachers provided more information than others, but the essentials of the student's productivity and accomplishments that week — including information about homework completion, test and project scores, major upcoming assignments, and classroom behavior — were related with consistent clarity.

With all the media chatter about test scores, merit pay, failing schools, and teacher quality, it's sometimes easy for those outside the school system to forget that it's people — just everyday people with a calling for education — who make up that system.

Indeed, with our sometimes single - minded focus on test scores, we may well be subverting the message that my English teacher offered me long ago: that it is best to be purposeful about whatever we do.

But with automatic scoring and the appropriate analytical tools, teachers could learn rapidly about what their students know and adjust instruction quickly.

In a case the NY Times said would «propel New York City to the center of a national debate about how student test scores should be used to evaluate teachers,» a bunch of lawyers fought it out in a NYC courtroom yesterday.

Ludger Woessman (see «Merit Pay International,» research) looked at 27 Organisation for Economic Cooperation and Development (OECD) countries and found that students in countries with some form of performance pay for teachers score about 25 percent of a standard deviation higher on the international math test than do their peers in countries without teacher performance pay.

Figure 1b shows the changes in standardized test scores, across the full range of student performance, that can be attributed reasonably to teacher and school performance and to decisions about how the school allocates resources among students.

So now, here we are, barely ten years into this huge reform, with our little platoon of teachers and administrators and parents fighting feverishly on the front, beginning to make some progress on test scores and feel some confidence about improving our kids» academic opportunities — and I look up from my trench and, instead of seeing the school house door thrown open with garlands of WELCOME signs, I see teachers back to cheering from the windows as the reform generals scurry away, white flags in hand.

She could learn about his work linking value - added measurement (VAM) scores of teachers to their students» long - term life outcomes

It provides teachers with a convenient way to use a laptop or a smartphone to give students immediate props for good behavior or to flag them for misbehaving, and makes it a whole lot easier for teachers and parents to communicate about the kind of critical behavioral and character stuff that can get short shrift given today's fascination with test scores.

One of the basic critiques of using test scores for accountability purposes has always been that simple averages, except in rare circumstances, don't tell us much about the quality of a given school or teacher.