7:15 pm: Juan asks DioGuardi: The NYC Department of Education is poised to release to the public in the coming
weeks Teacher Data Reports, which are based on student scores on state tests.
Not exact matches
Controversial
Teacher Data Reports produced by the Department of Education in 2008 and 2009 may be released to the media in the coming
weeks after the state's highest court refused to hear the UFT's appeal to block their publication.
The
report also has exclusive Education
Week Research Center survey
data showing
teachers» perspectives on the present and future status of educational technology.
West Virginia's school
report cards include little of the
teacher - qualification
data tracked by Education
Week.
Their new
report rehashes a decade - old debate over that technical issue, which is related to their 2008 claim that «all of the
data available show that
teachers work at least as many hours each work
week as comparable college graduates.»
As they did in the 2008
report, Allegreto and Mishel rely on the weekly wages
reported by public school
teachers in the Current Population Survey, leading to confusion about whether the wage
data refer to annual salary divided by 52
weeks or by some smaller number of
weeks that reflects
teachers» shorter work year.
And of the
teacher - qualification information tracked by Education
Week, the state
reports data only on out - of - field teaching in its school
report cards.
The Research Center does surveys such as the 2016 Mindset in the Classroom: A National Study of K - 12
Teachers and also collects and analyzes
data to support Education
Week's investigative and enterprise
reporting in numerous areas of public concern.
At the same time, their silence gives tacit support to arguments by traditionalists that standardized testing should not be used in evaluating
teachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own pu
teachers or for systemic reform (even when, as seen this
week from American Federation of
Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own pu
Teachers President Randi Weingarten and others critical of the state education policy
report card issued by Rhee's StudentsFirst, find it convenient to use test score
data for their own purposes).
As Dropout Nation noted last
week in its
report on
teacher evaluations, even the most - rigorous classroom observation approaches are far less accurate in identifying
teacher quality than either value - added analysis of test score
data or even student surveys such as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching project.
Our analysis of 2014
teacher survey
data,... showed that 50 percent of eighth grade
teachers reported spending 3 to 5 hours per
week of classroom instruction time on social studies....
As per a recent article in the Tennessee Education
Report (see also an article in The Tennessean here) Governor Bill Haslam announced this
week that «he will be proposing changes to the state's
teacher evaluation process in the 2015 legislative session,» the most significant change being «to reduce the weight of value - added
data on
teacher evaluations during the transition [emphasis added] to a new test for Tennessee students.»
Teachers in the United States spend far more time engaged in active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary pa
Teachers in the United States spend far more time engaged in active instruction than
teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary pa
teachers in other high - performing countries.1 Based on self -
reported data,
teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary pa
teachers in the United States spend 27 hours teaching out of 45 hours of work per
week.2 Compare this with
teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary pa
teachers in Singapore, who teach for only 17 hours per
week, or
teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary pa
teachers in Finland, who teach for a total of 21 hours per
week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S.
teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time,
teachers must grade student work, plan for future lessons, engage with families, and complete necessary pa
teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwork.
In New York City, some of the
teachers whose scores were published last
week received ratings based on multiple years of
data, according to a 23 - page technical
report describing the city's statistical formula.