Sentences with phrase «teachers valued such»

The range of resulting topics and content of the discussion is outside of the scope of this paper (see Romano, 2005), and rather, the focus is placed on understanding if the beginning teachers valued such an activity for reflective purposes.

Not exact matches

Such a college, while allowing teachers to express dissenting views and freely to exchange ideas, would insist that they be committed to the biblical faith and distinctively Christian values and lifestyle.

Research indicates that any Value Added Measure (VAM) that utilizes one measurement to an inordinate level such as the 50 % suggested by the Governor is ineffective in correlating a teacher's effectiveness as it relates to student learning.

suggests that class size reduction policies are not the best option in terms of value for money to raising pupil attainment, compared to others such as increasing teacher effectiveness.

Is that internalized within them because their father was such a great teacher and because he and I share these values so completely?

The school has been facilitating Pure Edge mindfulness - based practices, such as «brain breaks,» which offer an oasis for kids and teachers, allowing them to foster self - value and resilience.

Hi Thank you for that great direction on transition in and out forward bend, I value the wisdom of my fellow teachers with such high regard, I am aware that the message for yoga which we delivery must be made with utmost respect and care.

There's a good chance that you have someone — such as a pastor or teacher — whose opinions and perspectives you place a lot of value in.

Critics of value - added measures frequently cite year - to - year volatility as a primary reason for not using such measures for evaluating individual teachers.

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.

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.»

Relevant activities already being run and their recent history of teacher support with respect to computing and computer science also featured strongly in the selection criteria, such that the institutions chosen could ramp up activity quickly and had the potential to deliver value over and above basic the contractual commitments.

She says, «Traditional views of administrator as manager prevent schools from implementing hybrid teacher - administrator roles» in such a way that their classroom time remains protected and valued.

Also, there is a logic to using tests to devise a solution, because test scores do predict later - life outcomes such as college - going and earnings; and important recent evidence from Stanford researcher Raj Chetty and colleagues shows that having a «high value - added» teacher — one who improves student test scores — also positively predicts these outcomes.

She also notes the value for teachers in building professional networks — particularly for teachers, such as herself, who are physically isolated from their colleagues.

While I have come to recognize the value of such schools for some students, parents, and teachers, I continue to subscribe to the ideal of a humanistic liberal arts education that is highly prescriptive and, while global in scope, grounded in the intellectual, aesthetic, and moral traditions of western civilization.

If high - income parents are more likely to make a request, and such requests are for better teachers on average, then the availability of requests could exacerbate the achievement gap between students from low - and high - income families, even if all families equally value academic achievement.

In other words, whereas consequential decisions to retain, promote, and compensate teachers based on their value - added to student achievement surely involve error, the districts we studied are using state - of - the - art value - added systems that minimize such error as much as is presently possible.

: Finding Solutions and Managing Dilemmas (Teachers College Press, 2001) that such value conflicts present not solvable problems, but a dilemma that needs ongoing management.

While there are many ways to link teacher instruction to student achievement, one family of methods — Value - Added Measures (VAMs)-- has generated national headlines (such as this article about Los Angeles teachers).

Where such trainings were once the sole responsibility of state and district organizations, many teachers are now seeing the value of venturing out to amalgamate their own professional learning experiences.

Last year, some 21 states and the District of Columbia opted to rank teacher - preparation programs by measures of their graduates» effectiveness in the classroom, such as their value - added scores.

However, we must be careful not to penalize those of us working with the highest - needs student populations, and we recommend using a two - step value - added model in order to ensure that there are no incentives against teaching at - risk students, while identifying and rewarding those teachers that are most successful with such students.

While this approach contrasts starkly with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined with other measures, such as teacher value - added based on student test scores.

t that we recognise the value that temporary workers, such as supply teachers, bring.

The authors also investigate whether high - value - added teachers have benefited by being assigned students who would have made greater gains on standardized tests for unobserved reasons (such as family factors that can not be gleaned even from tax returns).

This allows them to measure family characteristics (such as parental income) not typically controlled for when teacher value - added is estimated.

The omission of such tests undercuts their claim to have demonstrated that high - value - added teachers contribute to better long - term outcomes.

As I had seen in previous work empowering students in such schemes, there is usually a point where teachers in a school see the true value of their Digital Leaders.

Critics of value - added assessment tend to embrace the concept but don't want the results gleaned from such analysis to be used for accountability purposes — and especially don't want to use the results to reward or sanction teachers.

Recent research has shown that high - quality early - childhood education has large impacts on outcomes such as college completion and adult earnings, but no study has identified the long - term impacts of teacher quality as measured by value added.

Carolyn Grantskalns, Chief executive of AISSA, commented that, «Research such as that by Patrick Griffin and others makes it clear that being part of a responsible, accountable team, empowers and adds value to student learning and teacher self - efficacy.

Salaries and property values in some pockets of the US have seen such rapid growth that the salaries for public employees and teachers, while also growing, have not nearly kept pace with the increased costs.

Though the federal rule was repealed, last year some 21 states and the District of Columbia opted to rank teacher - preparation programs by measures of their graduates» effectiveness in the classroom, such as their value - added scores.

The teenagers wrote opinion pieces on whether all students should be encouraged to attend college, the value of alternative teacher preparation programs such as Teach For America, the importance of desegregation, or the best approach to school discipline.

Unlike some other methods of estimating teacher effectiveness, such as value - added modeling, MGP calculations do not try to adjust for differences in student characteristics.

Tasked with providing a quality education to our current generation of students, teachers also have a significant hand in shaping the future by instilling in children essential cultural and social values such as tolerance, gender equality and open dialogue.

One major point of pushback to using test scores in teacher evaluations has been the concern that such tools, known as value - added measures, reflect student demographics more than a teacher's ability, and penalize teachers who take on more difficult students.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

where s denotes the number of elements in the set s, so that st is the number of classes taught by teacher t. Only condition on values for t such that.

At any such point, is a random variable with Still conditioning on, consider counterfactual outcomes as varies over, averaging over the conditional distribution of given: There is a structural function interpretation for: within a school with, we can obtain potential expected output for various assigned values of the teacher input, holding constant the distribution of classroom characteristics (at the conditional distribution of given).

Only condition on values for s such that there is at least one pair of classrooms with different teachers, so that.

• Develop and give curriculum - based interim reading comprehension assessments, such that the passages cover domains that have been taught (and thus hold more diagnostic value for teachers)

When we account for such factors, we find that teachers» value - added is not related to prior achievement, but continues to predict end of year achievement.

While elements such as state standards, accountability measures, and value added measures are gaining acceptance, other important components, especially performance - based pay and increased choice options, are opposed by powerful forces — such as the politically connected teachers unions — with vested interests in the current system.

He interprets such a correlation as evidence that teachers» value - added merely reflects the preparedness of the students they are assigned.

In the wake of high - profile evaluations of teachers using their students» test scores, such as one conducted by the Los Angeles Times, a study released last month suggests some such methods, called «value added» measures, are too imprecise to rate teachers» effectiveness.

But if the teacher's value - added in school A reflects some factor unrelated to his or her teaching ability, such as the quality of students he or she was assigned, then her transfer to school B should not have an impact.

The Troops to Teachers scheme, run by the University of Brighton, is based on the idea that military values such as leadership, discipline, motivation and teamwork are particularly useful for teaching.

The paper highlights three specific problems with using value - added models to evaluate teacher effectiveness, especially for such important decisions as teacher employment or compensation: