Sentences with phrase «value outcomes for all students»

Working in places that value outcomes for all students through a culture of shared learning led her to explore...

Working in places that value outcomes for all students through a culture of shared learning led her to explore opportunities outside the classroom.

Not exact matches

After controlling for the baseline achievement of students, peers and the teacher's own value - added in prior years, we estimated the variance in student outcomes associated with the textbooks used.

Teachers should be rewarded for producing useful student outcomes, most notably, student learning gains, measured by value - added standards (i.e., improvement) rather than by levels of achievement at the end of a course.

In my opinion, NCLB's greatest value is creating accountability for the allocation and use of federal funds with at least some connection to school performance and student outcomes.

Our goal for this class was to illustrate to students the importance and value of the direction words and how they impacted the outcome of the program design.

In addition, research showing that value - added measures outperform other teacher characteristics at predicting a teacher's impact on student growth in future years — and that they also capture information on teachers» impacts on longer - term life outcomes like teen pregnancy, college going, and adult earnings — served as an important justification for differentiating teacher effectiveness.

Current school and district leaders set the example (and the institutional structures) for prioritizing college counseling, appreciating the value - added of counselors, and broadening the responsibility for students» college and career outcomes.

Schools should regularly look to invest in training courses for its teachers, however, to really reap the benefits and gain real value, a school must first identify the specific developmental needs of its staff to ensure that the proposed training sessions will positively impact student outcomes.

«The communities understand the need for curriculum outcomes, but they also want to make sure that some of their own knowledge and approaches are valued in the education that their school students are getting.»

The nation's primary K — 12 education law, the Every Student Succeeds Act (ESSA), requires states to provide richer information on outcomes for all students, produce high - quality public reports, and rethink their accountability systems to provide transparency and value to the public.

If, rightly, we want to reject a zero - sum trade - off between our values, if what we need are a highly attractive long - term profession for successful teachers, accountability for student results, and a far more rigorous curriculum driving far higher learning outcomes for our students, are we willing to rethink the system from scratch and put everything on the table?

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

In most cases, new teacher evaluations will consist of two parts: observations of classrooms, which look at how teachers teach; and outcomes on tests, including scores for students and value - added data, which measure how students progress.

And there are many in our ranks who believe central offices add no value whatsoever to improving educational outcomes for students.

On February 10, 2017, E4E members released their new Declaration of Teacher's Principles and Beliefs, a shared set of values and principles that teachers believe are necessary to improve outcomes for students and elevate the teaching profession.

If a teacher who is very good at teaching one topic is also very good at teaching another — if her value - added measures are similar across topics — we might be comfortable using value - added measures based on a subset of student outcomes, for example, just math or just reading.

A Value - Added Model (VAM) is a multivariate (multiple variable) student growth model that attempts to account or statistically control for all potential student, teacher, school, district, and external influences on outcome measures (i.e., growth in student achievement over time).

Districts, states, and schools can, at least in theory, generate gains in educational outcomes for students using value - added measures in three ways: creating information on effective programs, making better decisions about human resources, and establishing incentives for higher performance from teachers.

«But there is a tough love message from voters: they value and trust teachers and want them to have more resources, but they also want real accountability for student outcomes.»

The Commission of Higher Education is working to: 1) improve the quality of teacher preparation and performance; 2) open the level of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary options.

Last Friday in Washington, D.C., E4E members released their new Declaration of Teachers» Principles and Beliefs, a shared set of values and principles that teachers believe are necessary to improve outcomes for students and elevate the teaching profession.

She has written extensively and co-authored Becoming a Student - Ready College: A New Culture of Leadership for Student Success, which reverses the college readiness conversation to offer a new paradigm on institutional value - add in boosting student ouStudent - Ready College: A New Culture of Leadership for Student Success, which reverses the college readiness conversation to offer a new paradigm on institutional value - add in boosting student ouStudent Success, which reverses the college readiness conversation to offer a new paradigm on institutional value - add in boosting student oustudent outcomes.

Citizenship education provides opportunities for students to learn the values, ideals, actions and outcomes of shared social, political, cultural and economic lives.

Increasingly educational reformers recognize the critical role teachers play in increasing outcomes for students, and in making schools places where individual and collective growth is valued.

As a term of art, Mastery now means everything from trying to convince students of the value of learning for its own sake, to emphasizing growth and process over outcomes.

To support school capacity - building, IDRA's Coca - Cola Valued Youth Program has developed online evaluation and coordination portals that give schools more immediate access to student outcome data for decision - making.

To calibrate the importance of teacher value - added for students» future outcomes, we need to think a bit about how much teachers vary in the value - added score for a single year.

An increasing body of research has described the characteristics of alternatively certified teachers and compared their effectiveness on value - added outcomes for students and their attrition to the unlicensed teachers they replaced as well as to teachers from other pathways (Boyd et al., 2006, 2008, 2009a, 2009b; Constantine et al., 2009; Decker et al., 2004; Feistritzer, 2008; Grossman and Loeb, 2008; Kane et al., 2009; Xu et al., 2009).

Other research questions regarding voucher program participants have included student safety, parent satisfaction, racial integration, services for students with disabilities, and outcomes related to civic participation and values.

In 2011, the findings that K - 3 Plus associated with positive student outcomes in literacy and numeracy from the New Mexico Standards Based Assessment data for third grade, resulted in a new legislated funding formula that assigns a percent of the school year unit or «per pupil» value to support K - 3 Plus.

These values are mirrored in expectations and aspirations for student outcomes and in the ways student achievement is measured.

Alefiya Bhatia believes that involved communities result in higher academic and social outcomes, stronger values, and increased future success for students.

«As choice expands, teachers will see more opportunities to create and / or work in educational models that hew to their vision and values, maximize their expertise, and result in better outcomes for students.»

All of our work is guided by our teacher - written Declaration, a set of values and principles that we believe are necessary to improve outcomes for students and elevate the teaching profession.

As we look to the future and what our students will need for success in life, it's time to ask ourselves: what is the real value of SEL if not to improve outcomes for all children?