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Articles: Evaluation

Jason E. Glass is superintendent and chief learner at Eagle County Schools in Colorado.

All across the country, discussions around improving educator effectiveness and evaluation have become synonymous. Forces from state houses and federal agencies compel us to engage in the work of redesigning evaluation systems and to devise ways of using student outcomes as a significant part of that effort.

Superintendents and the evaluations they use are coming directly into the crosshairs.

Arriving at Rensselaer Central Schools Corporation in Indiana as assistant superintendent in July, 2012, after four years with the Indiana Department of Education, one of my first tasks was to develop a plan for our administrators to better comply with the state’s new teacher evaluation law.

Since No Child Left Behind was passed in 2001, trying to close the achievement gap has been on every educator’s mind.

Key to that law has been the requirement of measuring achievement through the administration of standardized tests to determine the extent to which schools are making “adequate yearly progress” (AYP) toward that goal.

States and school districts could win some authority back from the federal government under a controversial update to the Elementary and Secondary Schools Act (ESEA) passed in July by the U.S. House of Representatives.

The Student Success Act would eliminate the adequate yearly progress measures of No Child Left Behind and allow states to create their own benchmarks. And federal programs like President Barack Obama’s Race to the Top initiative would end, leaving states and districts to develop their own plans for turning around underperforming schools.

With larger class sizes and increasing student diversity, elementary school teachers are increasingly turning to grouping students by ability level to meet their individual needs, according to a new report from the Brookings Institution’s Brown Center on American Education.

At the moment, I’m wondering about the futures of my teen-aged children. It’s not that they’re not smart enough or hard-working enough, or don’t have the personalities to be successful in a career. It’s more about if those careers will still be around in the long-term, and whether or not my children can deal with the consequences if they’re not.

A recent Pew Research Center study found that when performing online research, students rely heavily on sources with questionable academic quality, such as Wikipedia, and value immediacy over quality. This phenomenon is part of the new literacies, or digital media literacy, that has reverberated across K12 classes.

Throughout my career as a secondary school teacher and teacher-educator, I asked students Odvard Egil Dyrlito submit anonymous evaluations to assess the quality of my teaching.

Students from a NAF Academy of Engineering in San Francisco gain internship experience on construction sites of major transit projects.

A new assessment system for high school students providing multiple measures of college and career readiness launched this fall, helping students in career-themed public high schools understand what skills they need to enter the 21st-century workforce. The National Academy Foundation (NAF), the largest developer of career-themed public high schools in the country, partnered with education research agency WestEd to create the multi-method test, marking a move toward more effectively measuring college and career readiness.

Implementing the Common Core represents the biggest change to K12 assessment systems since No Child Left Behind, leading to concerns over the costs of enacting these new standards and tests. A report from the Brown Center on Education Policy at the Brookings Institution provides first-of-its kind, comprehensive and up-to-date information on assessment system costs nationwide to help states predict spending under the Common Core.

In this web seminar, originally broadcast on October 4, 2012, education technology experts and practitioners from K5 schools described how they are utilizing adaptive instructional technology as part of blended learning models to individualize and differentiate math instruction in the classroom.

With tight budgets, scarce resources, and rigorous state and federal standards, it seems that providing individualized math instruction would be a challenge for many schools. However, by taking advantage of appropriate technology and allowing for flexibility, many schools across the country are developing IEPs for every student. In this web seminar originally broadcast on September 13, 2012, expert speakers discussed the keys to successfully creating these IEPs.

The results for international assessments on math, science, and reading are in: Students from East Asian countries, along with a select group of European countries, outperformed those in the United States, according to the results for the 2011 Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), released Dec. 11.

James Dent knew ST Math would help the students at the charter school he co-founded two years ago because he’d seen its power at other schools. But he had no idea how effective it would be with teachers.

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