Sentences with phrase «with educator accountability»

What we found without doubt is that large numbers of students, particularly in the early grades, were being placed in special education because of the failure of the school to properly teach them how to read, and from there they were essentially «warehoused», avoiding corrective intervention along with educator accountability for what is really a literacy issue and an instructional issue.

Not exact matches

Educators must set expectations far beyond the lowest common denominators expected by accountability measures, and must endeavor alongside students to help them grapple with the material.

While working in schools in the United States and abroad, with few or abundant financial resources, with little or significant accountability, I puzzled over these same questions: How can educators support the literacy development of students, particularly those who tend to struggle in their school contexts?

Popham argues that assessment in the United States has suffered from six crucial, recurring problems: too many curricular targets; the underutilization of classroom assessment; preoccupation with instructional process; the dearth of «affective» assessments, i.e., those focused on attitudes, interests, and values; instructionally insensitive accountability tests; and the reality that educators «know almost nothing about educational assessment.»

Today, it's more accurate to say that educators are fine with national but don't like testing when it's used for results - based accountability, and conservatives are all for accountability (and the test scores that make it possible) but don't want anything mandated by Washington.

After all, talented educators regularly share their frustrations with this accountability system or that approach to teacher evaluation.

The states that made the most progress after allowing for other factors — Maryland, Massachusetts, New Jersey, Kentucky, and Georgia, to name the top five — have taken steps, in various ways, to raise academic standards and back them up with rigorous assessments, implement tough but thoughtful accountability systems, and strengthen human capital practices to attract, develop, and retain educators who can deliver on high standards.

Or have besieged educators simply been coerced by anxious parents and political pressure into ignoring what they know and going with the accountability flow?

Lubbers, who had become interested in charter schools after hearing educators in traditional schools complain about red tape holding them back, says that vesting the mayor (who is of course beholden to voters) with authorizing power offered the very desirable combination of freedom and accountability.

Unfortunately, school accountability regimes such as No Child Left Behind keep educators fixated solely on learning gaps associated with race and income.

Within a state's accountability plan, «substantial weight» would have to be given to quantitative measures, such as graduation rates and performance on state tests, with much less weight allotted to subjective measures, such as school climate and educator engagement.

AB 2548 would have helped guarantee that our state's new system of accountability will provide parents, educators and community groups with the information they need to help increase equity and close achievement gaps that deprive the state's most vulnerable students of a level playing field.

California has launched a new accountability system to provide educators, parents, and the public with important information they can use to evaluate their schools and school districts in an easy - to - understand report card format.

In conducting the study, researchers with RAND convened a panel of experts on school accountability policies, reviewed published research, conducted interviews with educators and reviewed the measures employed in each state that publishes its own school ratings in addition to those required under NCLB.

The legal action taken by these seven Florida educators will undoubtedly add to the growing momentum against misguided accountability systems that rob students of actual learning and tangle up teachers» performance evaluations with unreliable test scores.

The results, which were generalized across subject areas, indicated that though educators knew about ASAP, their responses to it varied depending on how they understood it and how it fit with their underlying beliefs and the local conditions (material and knowledge resources, existing beliefs and ideologies about teaching, culture of accountability and authority).

Leaders in the House and Senate education committees are holding oversight hearings with the U.S. Department of Education (USED), state and local leaders, and other stakeholders to discuss how states and districts will tackle adjustments to state accountability systems, educator support initiatives, and implementation of other programs now offered through the largest federal education law.

California is not alone when it comes to wrestling with new accountability indicators as evidenced by the struggles of lawmakers and educators in several other states also undertaking reviews - some drawn in the wake of federal waivers from No Child Left Behind mandates.

When educators think about state accountability testing, it is rarely in connected with the process of fostering reflective learners — but maybe it should be.

Just as with academics, SEL standards ensure accountability and help educators plan, implement, and assess student learning.

With the No Child Left Behind law up for reauthorization this year, the onus is now on lawmakers and educators to find a way to maintain accountability while mitigating the current tendency to reduce schooling to a joyless grind of practice exams and empty instruction in «reading strategies.»

Since joining the Center in July 2012, she has worked with several states to articulate coherent, defensible theories of action aligned to state goals and policy initiatives, and has developed user - friendly resources that support the evaluation and refinement of educator evaluation and school accountability systems.

Educators and policymakers are increasingly realizing that a more nuanced approach to accountability is necessary if education systems are to prepare students with the knowledge and skills they need to be successful in college, careers, and life.

We've collaborated with the Collaboration for Effective Educators Development, Accountability and Reform (CEEDAR) Center and The National Center for Systemic Improvement (NCSI) as well as launched a diverse coalition of organizations to support states in their efforts to develop teachers and leader who can successfully prepare students with disabilities to achieve college and career - ready standards.

Providing teachers with tools for ensuring task validity along with expert task reviews and engaging educators in cross-district sessions on scoring student work are two ways of addressing technical quality within a more student - centered accountability system.

While this lack of expertise is not disqualifying in itself, her responses to questions at her Senate confirmation hearing about fundamental education functions such as the federal requirements of the Individuals with Disabilities Education Act (IDEA) and accountability for public funds were unsettling to educators across the country.

Results, in combination with new online instructional resources and local accountability tools, give parents, educators and stakeholders much more actionable data than ever before.

We are also asking educators to go back to their communities with the school success indicators developed by the NEA Great Public Schools project, and have discussions about what kinds of changes we all want to see in our schools, and how we can express our values through the school accountability system under ESSA.

CORE, she says, has added SEL indicators as part of its accountability system «with a good buy - in from educators across different roles and communities» after comprehensive conversations with stakeholders about what constitutes SEL skills and competencies — and why they matter.

A long - time educator, writer, and public education advocate, Deborah Meier maintains that the current accountability movement's highly prescriptive «one - size - fits - all» factory model of schooling is incompatible with the trust, democracy, and community that a good school embodies.

The law was passed in 2015 and in 2017 states drafted their plans, which included new accountability systems based on multiple measures that include factors other than test scores; conducting needs assessments for struggling schools and learning communities facing the greatest challenges in order to tailor support and intervention when needed; developing clear and concise plans for targeting federal funding in ways that meet the needs of students in the school; and implementing programs and monitoring their progress in collaboration with educators.

Because validity is so central to assessment, and because assessment evidence is so central to educational accountability, it's reasonable to infer that every educator should learn enough about validity to be comfortable with this inference - laced concept.

Test - based accountability policies have also led educators to focus on students who have a reasonable chance, with additional support, of passing high - stakes tests, to the detriment of those students at the greatest risk of dropping out (Booher - Jennings 2005).

With ESSA, educators have an opportunity to redefine how we approach America's instructional priorities and accountability.

In cooperation with representatives of these groups, educators should develop criteria by which to determine professional accountability.

Only when we replace it with a more competitive, deregulated, and innovative system that incentivizes educators and enables productivity with true accountability will we know what funding adequacy and equity really mean.

From where he sits, setting ambitious and aspirational targets as was done in the past decade under the No Child Left Behind Act — including through its Adequate Yearly Progress accountability and aspirational 100 percent proficiency targets — will do little to spur reform because doing so will «lose credibility with the very people expected to make it succeed — the educators.»

The message that we can succeed with the right mix of high expectations, support for educators and students, and accountability for all stakeholders has helped to build strong partnerships throughout the state.

Moreover, one might wonder whether the threat conditions we've created for many schools with high - stakes accountability are serving us well, or if it may be time to begin to reframe accountability in terms of a challenge condition that encourages educators to harness their collective ingenuity to create better learning environments for all students.

To ensure accountability on improving performance of teachers and principals, the state will encourage LEAs to set annual improvement goals, with a minimum of 15 % improvement in terms of the number of educators moving up in each rating category.

As Executive Director, Chris leads CCSSO's work with states to raise the bar on standards, assessments, and accountability, transform educator preparation programs, design new approaches to teaching and learning, and implement and sustain promising reforms across the country.

A more measured approach, as seen in Kentucky, could have helped build educator support and buy - in and could have improved the process without the fear that comes with instant accountability for a previously unused standard.

That said, we need extrapolate only a little to question the current direction, and underlying theory of action, beneath the continued press to tighten the screws on the package of high - stakes testing, school accountability, and educator performance evaluations tied to student achievement scores (which, as I noted in a previous Educational Leadership column, researchers caution is fraught with concerns of its own).

Thus, the accountability framework must be shaped in partnership with local educators and communities who are empowered to address their unique challenges.

In particular, states are currently developing their accountability plans in partnership with educators and other local stakeholders.

Second, many current accountability systems hold individual educators accountable for outcomes, which is in direct tension with a focus on collective responsibility for performance.

These organizations are working with our member leaders to build organizing efforts in feeder systems from South LA to the East Valley to the Crenshaw area to bring parents, youth, clergy, and community into efforts to push for community schools, public school accountability, and educator unionization.

In letters to the U.S. Senate and the House of Representatives, New Leaders joins 29 organizations, along with educators and parents across the country, in calling for the maintenance of federal accountability regulations.

Little mention is made of our reality here, however, given the real and deleterious effects we witness, for example, as current teacher educators when we work with potential / future teachers who almost daily express serious concerns about joining a profession now with very little autonomy, not much respect, and a stark increase in draconian accountability measures that will be used to hold them accountable for that which they do, or do not do well.

A review of Florida's accountability system showed that educators focused on subjects being tested and ensuring that curricula and instruction align with what is being tested.