Most of the new data show that a great majority of
teachers score just as highly on the new evaluations as they did on the previous ones, and it is unclear whether the reforms have systematically — or broadly — led to teachers to receiving better feedback that is translating to better teaching.
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.
Reviewing the
scores with your child's
teacher will help you to decide if your child needs help in a full subject, or
just missed a few concepts.
KIPP students now sit for parent -
teacher conferences that detail not
just how they're doing in history and algebra, but how well they
score on zest, curiosity, social intelligence and optimism.
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.
The proposal to clamp a four - year hold on using student «growth»
scores on Common Core tests in evaluating
teachers was advanced
just last Thursday by an advisory task force appointed by Gov. Andrew M. Cuomo.
The lawmakers, concerned with a backlash not
just from the
teachers but in some cases from vocal parent - constituents, appear to have followed the union's lead: The moratorium, which has been a major legislative priority of New York State United Teachers, would essentially hold harmless teachers, principals and students from low test scores on Common Core - aligned exams for tw
teachers but in some cases from vocal parent - constituents, appear to have followed the union's lead: The moratorium, which has been a major legislative priority of New York State United
Teachers, would essentially hold harmless teachers, principals and students from low test scores on Common Core - aligned exams for tw
Teachers, would essentially hold harmless
teachers, principals and students from low test scores on Common Core - aligned exams for tw
teachers, principals and students from low test
scores on Common Core - aligned exams for two years.
Just about the same percentage of voters say
teacher tenure should not be based on test
scores either.
There are many challenges facing students,
teachers, principals, and the school boards, including Common Core, test
scores, and funding,
just to name a few.
And they create an incentive for
teachers with
scores just below the «highly effective» threshold, because
scoring above it makes them eligible for a significant increase in pay.
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.
Then Senator Barack Obama said, «Cities like Denver have already proven that by working with
teachers, this can work, that we can find new ways to increase pay that are developed with
teachers, not imposed on them and not
just based on an arbitrary test
score.»
It never occurred to me that
teachers would be «evaluated» based on the
scores achieved by other
teachers» students or that districts would have to scramble to find any tests they could
just so that they could claim to be evaluating
teachers, even those teaching physical education or the arts, based on
scores on standardized tests.
Teachers at Humboldt don't see
just their own data and
scores, they see everyone else's as well.
Educating people who have spent years behind bars is
just as much about compassion and humanity as it is about effective study habits and good test
scores, say their counselors and
teachers.
Or were less costly components of the
teachers» National Board
scores, such as the one - day assessment at a Sylvan Learning Center,
just as effective as the costly, time - consuming (and coaching - or cheating - prone) portfolio in predicting student performance?
These are
just some of the questions that surround the issue of whether student test
scores should be used to evaluate
teacher performance.
This is because the dismissed
teachers who would have been retained using corrected observation
scores would have
just squeaked by.
The curricular changes, piloted with his own students in 2002, helped the percentage of students
scoring «below basic» on the Stanford 9 test to fall from approximately 80 percent to
just 40 percent in one year, according to the National
Teacher of the Year office.
Meanwhile,
teachers scoring one standard deviation higher in student satisfaction
score just 0.15 standard deviations in their overall rating, all else being equal.
In a profession that already feels under siege, the decision in most states — encouraged by the U.S. Department of Education — to press ahead with using student test
scores as a significant component of a
teacher's evaluation «
just fuels the perception that we care more about weeding out weak
teachers than giving the vast majority of
teachers the time and support they need to make a successful transition to Common Core,» says Schwartz.
(
Just as we did with classroom observations, to avoid generating a spurious correlation between student survey responses and achievement
scores for the same group of students, we estimated the correlation across different classrooms of students taught by the same
teacher.)
A big challenge on this
score is that there
just isn't much material or training out there on how to make schools and systems work for
teachers.
But for Core proponents, the timing couldn't be worse:
Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate
teachers, which will incorporate some measures of student achievement, including, where available,
scores from standardized tests.
So, you
just sit down and visit or go out and purposefully talk about anything other than school, school kids,
teachers, staff members, test
scores.
Teacher and principal evaluation systems were
just one component of those plans, and nearly 90 percent of a plan's
score in the grant competition was awarded for elements other than evaluation and compensation systems.
Relative to a
teacher just beginning in the profession,
teachers with one or two years of experience raise test
scores by an extra 5 percent of a standard deviation.
It's how we know, for example, how much progress there has or has not been in closing achievement gaps nationwide, but it
just doesn't work to say we can hold
teachers accountable simply for raising math and reading
scores.»
Although panels of scholars warned against using VAMS to make high - stakes decisions because of their statistical limitations (American Statistical Association, 2014; National Research Council & National Academy of Education, 2010), policymakers in many states and districts moved quickly to do
just that, requiring that VAMS
scores be used as a substantial component in
teacher evaluation...
But now the CFR study says that
teachers who are unusually good at helping students
score high on standardized tests today aren't
just unusually good at helping students
score high on standardized tests tomorrow.
Doing this the way we do in many places now, however — treating one test as a comprehensive indicator of student achievement, pretending that
scores taken by themselves are a trustworthy indicator of school quality, and rewarding and punishing
teachers and students for
scores — is
just too simple.
I think good
teachers reflect on their practices — and not
just test
scores.
To sum up, our evidence confirms that the students of high - VA
teachers benefit not
just by
scoring higher on math and reading tests at the end of the school year, but also through improved outcomes later in life.
To take
just one example, one of the most disturbing negative effects of test - based accountability is that many young
teachers have been trained specifically to use bad test prep — test prep that generates bogus gains in
scores rather than true improvements in learning.
Several California districts hire
teachers who have
just a bachelor's degree and a passing
score on a minimum skills test that is set at the 10th grade level.
Having a
teacher from one program or another typically changed student test
scores by
just.01 to.03 standard deviations, or 1 to 3 percent of the average
score gap between poor and non-poor children.
In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test
scores and well outperform the average of their peers statewide; (b) According to
teacher, administrator and mentor reports, they achieve these high test
scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not
just for students but, more importantly perhaps, for the adults.
«Our research design compares outcomes among
teachers whose performance in the prior year happened to place them
just above or
just below the
score thresholds that separate IMPACT's rating categories.
Approximately 20 percent of the
teachers who received a
score just above the effective threshold rating for the 2010 - 11 school year did not return for the subsequent year.
Teachers who had been rated just below 250 points and who returned for the 2011 - 12 school year increased their IMPACT scores by roughly 12.6 points more than teachers who had been rated at 250 and jus
Teachers who had been rated
just below 250 points and who returned for the 2011 - 12 school year increased their IMPACT
scores by roughly 12.6 points more than
teachers who had been rated at 250 and jus
teachers who had been rated at 250 and
just above.
That is, these
teachers who faced a dismissal threat surpassed most of the
teachers whose
scores were
just above the «effective» threshold and therefore did not face the same incentives.
So far,
just 16 states are evaluating their
teachers based partly on student
scores, and most of them are doing so for the first time this school year, according to the National Council on
Teacher Quality.
The problem stems from parents» concern that their own children might be denied promotion or graduation based on a test
score; from voters» confusion when their own upscale suburban schools are deemed to be failing by state or federal accountability systems even though most of the graduates do
just fine; and from frustration when parents — often prompted by
teachers — conclude that the basic - skills testing regime yields too much «drill and kill,» too little flexibility, and insufficient attention to art, music, and other creative disciplines.
For instance,
just 9 percent of students who were awarded A's by their
teachers attained a
score of 5 on the FCAT.
Why not
just judge
teachers using value - added
scores?
In fact, Andrew Cuomo helped move the student
score needle up, writing in a letter to the Regents
just before their May vote, «This change would ensure that greater balance is struck between using objective
teacher evaluation measures... and subjective
teacher evaluation measures.»
But
just as important is what it wouldn't do — rely too heavily on how well each
teacher's students
scored on the tests.
Not only will that help the state improve its performance in the
teachers»
scoring category, but it will help improve its
scores related to buy - in since the law doesn't
just apply to those districts choosing to participate in the state's Race to the Top plan, said Nina Lopez, the state education department's director for the federal recovery act.
For example, the publisher of the SAT10, used in the current Policy, says that for student promotion decisions, test
scores «should be
just one of the many factors considered and probably should receive less weight than factors such as
teacher observation, day - to - day classroom performance, maturity level, and attitude.
LAUSD,
Teachers» Union Reach «Historic» Agreement on Evaluations Just days before a court - ordered deadline, L.A. Unified and its teachers» union announced a «historic» tentative agreement allowing administrators to use student test scores in teacher eval
Teachers» Union Reach «Historic» Agreement on Evaluations
Just days before a court - ordered deadline, L.A. Unified and its
teachers» union announced a «historic» tentative agreement allowing administrators to use student test scores in teacher eval
teachers» union announced a «historic» tentative agreement allowing administrators to use student test
scores in
teacher evaluations.