Sentences with phrase «than other teacher practices»

Not exact matches

Regardless of the approach, all of the groups unabashedly acknowledge that some teachers are more effective than others and that even the best teachers want to keep improving their practice.

In other words, the observed teacher practices included in the TES evaluation system appear to capture a little less than half of the overall differences in teacher effectiveness.

The trio found that higher percentages of Louisiana ELA teachers were able to correctly identify practices and approaches aligned with Common Core than educators in other states that have adopted the Common Core or similar standards.

Board certification is important in its own right, but the influence of the board's methodology - evaluating teachers based on demonstrated practice rather than credit hours alone - is already influencing other domains.

More than three decades ago, researchers identified teacher collaboration — including time for colleagues to discuss classroom challenges, design learning materials together, and critique each other's practice — as a cornerstone of school success.

Similarly, there could be unobserved differences between students whose teachers rely more and less heavily on lecturing if, for example, teachers in schools serving low - income students adopt different practices than teachers in other types of schools.

According to interviews with more than a dozen teachers and school administrators in five different districts, students in New York are taking more practice tests, and they're spending more time on math and reading — and less on other subjects — since Common Core was put into place.

In the discussion of findings in this study, Printy (2008) speculated that teachers» altered their instructional practice based on their relationships to other teachers, rather than the input of administrators, such as principals or department chairs.

These studies do not specify whether particular teacher leader practices had greater impact than others.

In contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communication).

Teachers whose students agreed with the statement, «We spend a lot of time in this class practicing for the state test,» tended to make smaller gains on those exams than other tTeachers whose students agreed with the statement, «We spend a lot of time in this class practicing for the state test,» tended to make smaller gains on those exams than other teachersteachers.

The analyses of instructional practices within levels of school effectiveness document the fact that, on average, teachers within effective schools operate differently than do teachers in other schools.

While all studies in this set reported positive effects due to various teacher leaders practices in support of the implementation of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more effective than other forms of support.

[quote] Teachers must be exemplary in their own practice before others will follow them, but leadership in education requires more than just professional excellence in teaching.

That pressure could not be mitigated, other than by reassuring the participating teachers that I wanted to observe their regular teaching practice, whether or not they used the IWB.

Sometimes, factors other than teachers» instructional practices may affect student performance.

Teachers who more effectively demonstrated the types of practices emphasized in any given system had greater student achievement gains than other tTeachers who more effectively demonstrated the types of practices emphasized in any given system had greater student achievement gains than other teachersteachers.

After all, it is no different than defensive statements against criticism of traditional teacher compensation and other failed practices within American public education made over the past few years by Weingarten and her colleagues within both the AFT and the National Education Association.

The report also highlights the previous NNSTOY study's findings that adjunct or clinical faculty with recent PK - 12 teaching experience were seen as more effective at connecting research to practice than other professors; this report notes that serving in this key connecting role may be an important career path to consider for teacher leaders.

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12

Students of National Board Certified Teachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching sTeachers learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a system of meaningful professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching steachers through a variety of leadership roles, which would allow them to continue teaching students.

In addition, teachers appear to sharing their problems of practice, looking to others for solutions, rather than adopt a «research» perspective towards inquiry.

Differences in value - added from high - and low - stakes tests might be due to some teachers focusing more than others on superficial aspects of the tests and practices that improve student test scores but not student achievement.

Strengths: Realistic assessment of a teacher's current practice; quicker to organize than other cycles; lighter preparation load for teacher and coach; encourages personal reflection on practice.

Realistic assessment of a teacher's current practice; quicker to organize than other cycles; lighter preparation load for teacher and coach; encourages personal reflection on practice.

We do know from research that some forms of professional learning for teachers are more likely to have an impact on practice than others.

More than half of lower secondary school teachers in the United States report that they do not teach jointly or observe other teachers.9 Such practices can improve teaching quality by granting teachers opportunities to receive feedback on their lesson execution and infuse new best practices into their repertoire.

As African American boys experience a much higher rate of suspensions and expulsions from preschool settings than do other children (Gilliam 2005), these relationship - building techniques are particularly relevant for teachers as they reflect on their own practices and biases — especially toward African American boys — in early childhood classrooms.