Top PDF Teacher Observation : evaluation report and executive summary, November 2017

Teacher Observation : evaluation report and executive summary, November 2017

Teacher Observation : evaluation report and executive summary, November 2017

In an evolution of this approach, ‘multi-rater’ systems, whereby more than one observer rates a teacher, have been proposed as a possible solution (White, 2014). In the largest study of instructional practice ever undertaken, the Bill and Melinda Gates Foundation’s Measures of Effective Teaching (MET) project set out to investigate how a set of measures could identify effective teaching fairly and reliably. With the help of 3,000 teacher volunteers, their analyses revealed that adding a second observer increases reliability significantly more than having the same observer score an additional lesson. They also found that additional, shorter observations can increase reliability, that school administrators rate their own teachers somewhat higher than do outside observers, and that adding observations from outside a teacher’s school to those carried out by a teacher’s own administrator can provide an ongoing check for in-school bias (Bill and Melinda Gates Foundation, 2013). Similar findings have been found in other studies. In a study of a ‘dual-rater’ classroom observation scheme in 20 elementary and middle schools in the Western U.S., Manzeske et al. (2014) found that principals rated their staff more positively than outside observers. They also found that principals exhibited a greater range of variability in their scoring, demonstrating less consistency than outside observers. MET researchers also found that while there is no hard-and-fast requirement governing the number of observations or the number of observers, ratings became more reliable with each individual observation, so anything more than a single classroom visit per year offers an incremental improvement (TNTP, 2012).
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Switch-on Effectiveness Trial: Evaluation report and executive summary. May 2017

Switch-on Effectiveness Trial: Evaluation report and executive summary. May 2017

First, the process evaluation indicates that, in some schools, class teacher involvement in Switch-on was limited. While part of the appeal of Switch-on as an intervention is that it is TA-led, evidence from the literature indicates that one-to-one catch up interventions should be ‘additional but explicitly linked to normal teaching and that teachers should monitor progress to ensure tutoring is beneficial’ (Higgins et al., 2014, p. 10). This suggests that even if TAs deliver the intervention, class teachers should be involved to ensure that the intervention is embedded in a wider literacy strategy for the child. The fact that class teachers were not systematically included in the planning and delivery of Switch-on in schools could therefore have undermined the achievement of outcomes. This is a challenge common to many one-to-one interventions that require children to leave the classroom. The previous efficacy trial highlighted the challenge of scheduling the intervention within the school timetable as a barrier to successful implementation. This remained a challenge in the current effectiveness trial and the inconsistent involvement of class teachers appears to have exacerbated timetabling difficulties. Second, the literature identifies having a strong champion at a senior level as a success factor (for example, Tanner et al., 2015) for effectively implementing literacy interventions. Evidence from the process evaluation suggests that the engagement of senior level staff was inconsistent across participating schools. This meant resource and timetabling issues were not always resolved adequately, which affected schools’ ability to deliver the intervention effectively.
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Paired Reading: Evaluation report and Executive summary

Paired Reading: Evaluation report and Executive summary

The teacher had an important role in delivering the programme. This included demonstrating the programme approach and monitoring pupil progress. The monitoring of pupil progress occurred by observing and listening to them as the programme progressed but also by reading the pupils’ log books. Teachers were instructed to intervene during their monitoring of pupils but only when a pair was having difficulty to the point of being unable to move forward with the process. However, there were times when teachers needed to take a more pro-active role with certain pairs. This may have been due to personality clashes (such as over-dominant partners or gender issues) or poor communication skills. Furthermore, teachers were also instructed to intervene if pupils had selected books that were either easy or too difficult. The manual suggested that teachers take turns at observing pairs with each observation lasting approximately six minutes.
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Embedding Formative Assessment : evaluation report and executive summary

Embedding Formative Assessment : evaluation report and executive summary

‘Formative assessment’, often used interchangeably with the term ‘Assessment for Learning’ (AfL), refers to any assessment activities undertaken by teachers—and by students themselves—that provide feedback, which are then used to adapt teaching methods to meet student needs and improve learning outcomes (Black and Wiliam, 1998). The co-developer of the intervention, Dylan Wiliam, popularised this notion of formative assessment in the 1998 book Inside the Black Box, co-written with Paul Black, and he has since published extensively on formative assessment and AfL. This intervention builds on his research and experiences with implementing formative assessment programmes elsewhere. Broadly, the intervention aims to support teachers to successfully embed formative assessment strategies in their teaching practice in order to improve pupil learning outcomes and attainment. The Embedding Formative Assessment (EFA) programme is a two-year intervention; it was delivered during the 2015/2016 and 2016/2017 academic years. All classroom teachers participated in the intervention and were expected to implement the strategies in lessons to pupils in all year groups across the school. The intervention consists of 18 monthly Teacher Learning Communities (TLCs) workshops (nine each year) and monthly peer observations. Dylan Wiliam and Siobhan Leah designed the intervention and the programme materials, and it was delivered by the Schools, Students and Teachers’ network (SSAT). SSAT is an independent membership organisation of schools and academies which provides support and training to help improve outcomes for young people and drive school improvement and innovation.
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Dialogic Teaching : Evaluation Report and Executive Summary

Dialogic Teaching : Evaluation Report and Executive Summary

Alexander (2017) states that: “ There are a number of related approaches that involve a focus on the development of classroom talk to promote learning. Though they share a commitment to raising the profile and power of classroom talk, and are often grouped under the umbrella terms ‘ dialogue ’ and ‘ dialogic ’ , there are some important differences among them. Some of them focus more on the teacher ’ s talk (for example Wragg and Brown, 1993, 2001) and some on the pupils ’ talk (such as Dawes, Mercer and Wegerif, 2004). Others, including the approach evaluated here, attend equally to both teacher and pupil talk, and to the relationship between them. In differentiating these various pedagogical approaches Lefstein and Snell (2014) show how they vary, not just in respect of strategy, but also in the way they reflect contrasting notions of dialogue ’ s nature and purposes. In parallel, Alexander (2001, 2008) draws on his transnational and cross-cultural research to show how approaches to classroom talk are shaped by culturally-embedded stances on teaching more broadly conceived, which he differentiates as ‘ transmission ’ , ‘ initiation ’ , ‘ negotiation ’ , ‘ facilitation ’ , and ‘ acceleration ’ . The framework of Lefstein and Snell (2014) is helpful in distinguishing between different approaches. They identify four: dialogically organised instruction (Nystrand, 1997, 2006), exploratory talk (Mercer 2000, Mercer and Littleton, 2007), accountable talk (Resnick, Michaels and O ’ Connor, 2010), and dialogic teaching (Alexander, 2001, 2008). ” 1
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Evidence for the Frontline: Evaluation report and executive summary. March 2017

Evidence for the Frontline: Evaluation report and executive summary. March 2017

Teachers valued research experts’ contributions in terms of tailoring research to meet their specific inquiry, as well as filtering out less relevant evidence. This was perceived to be a key element of E4F’s ‘added value’ over internet search platforms. Several case-study interviewees suggested that the research experts were of good calibre, from well-known and respected institutions, which gave them confidence in the reliability and quality of the evidence and answers provided. One academic also suggested that the presence of ‘some big names on the site, some important people up there, is very good from teachers’ point of view’. Staff from one school were pleased that the same academic answered all the questions posed by staff members from a particular cluster, which provided consistency and helped foster further discussion between staff and also with the academic. One user noted that they had benefited from ‘a professional discussion which made me question things and think things through more’ (school champion). Brokers reported how they tried to consistently remind teachers about the intended role of dialogue, for example at workshop events and through regular emails. They also made the dialogue/comment ‘button’ on the E4F website more prominent. However, one research expert suggested that their potential contribution (and that of E4F as a whole) had not been fully capitalised upon, demonstrated by the relatively low level of communication and ongoing dialogue with teachers: ‘That was my big disappointment. It felt like my answers were just going into an empty space’. This particular academic reflected that the ‘static’ way in which the answer was posted may have deterred the teacher from responding further. Furthermore, several of the academic researchers interviewed expressed surprise and some disappointment that they had not been asked more questions since signing up to E4F, suggesting that they would like to have had a greater level of involvement.
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Final Report Executive Summary

Final Report Executive Summary

Based on the above analysis and findings, launching an attractive, efficient, rapid, and affordable tourist transit service is certainly worth strong consideration by all parties. The consultant team presented the study findings to the Transportation Strategy Board on November 16, 2004, in order to seek comments on and ultimately support for a demonstration project that would allow a Pilot System to be tested for a two-year period. The Pilot System, as shown on Figure ES-2, would ideally consist of Routes A, C and D and the Mystic Shuttle and would focus on connecting the casino resorts with Mystic and with each other. It is assumed that the casino resorts would continue to offer the coach connections with the New London ferry terminal during this demonstration project. It should be noted that Route D, linking the two casino resorts owned by different tribal nations, is still controversial. As a result, it may not be possible to include this in the Pilot System. Clearly, substantial negotiations among the potential partners need to occur before the Pilot System plan can be finalized and implemented. Nevertheless, competing casinos in other regions have found that providing this type of link can be mutually beneficial. (Appendix H provides some information on such partnerships elsewhere.) Furthermore, such a link directly supports the Mystic Places concept and may be key to reaping the projected induced visitation benefits. As a result, Route D has been included as part of the recommended Pilot System.
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Safeguarders Research Summary Report : Executive Summary and Action Plan [Summary Version]

Safeguarders Research Summary Report : Executive Summary and Action Plan [Summary Version]

Action 3: Support to two local authorities. The RAG recommend that the CHIP support the proposal that 2 Local Authorities are approached to take part in a facilitated exercise which will focus on making improvements to the pro formas used, and materials contained in, a multi-agency assessment children’s hearing report. This will include clear detail about the fact that the social work report is a multi-agency view report and of the steps taken to gather these views.

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Executive Summary School Accountability Report Card,

Executive Summary School Accountability Report Card,

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/

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Executive Summary School Accountability Report Card,

Executive Summary School Accountability Report Card,

Parent involvement is an important part of Point Quest Education in terms of communication and a partnership between home and school. Each teacher communicates with the home/guardian on a minimum of once weekly. These calls are meant to facilitate healthy communication between home and school. If an incident occurs within the school day a call is placed home by the end of that day. Quarterly open houses are also held for the purposes parent training, networking and conferencing with the

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Executive Summary School Accountability Report Card,

Executive Summary School Accountability Report Card,

 Affiliation with Loyola Marymount University's School of Education: As a research to practice site, WISH Charter engages in continual study with university professors, pre-service practitioners, and in-service specialists in order to provide an instructional model that ensures innovation and maintains best practices. LMU's nationally recognized School of Education is located in close proximity to the WISH campus. WISH faculty received a competitive two-year grant to refine and develop Math and Science instruction from the Cotsen Foundation provided by LMU's College of Education CMAST center. The CMAST (Center for Math and Science Technology) professors from LMU and teacher leaders work directly with WISH faculty through this prestigious apprenticeship and experiential model for
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Sundays Well Transaction Report : Executive Summary

Sundays Well Transaction Report : Executive Summary

“I undertake to promptly inform the Chief Executive Officer of the National Asset Management Agency of any modification that are required to maintain the accuracy of this declaration, and the above statements, arising or resulting from changes in my personal situation and/or financial arrangements”

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Vonage and VoIP Executive Summary and Report

Vonage and VoIP Executive Summary and Report

It allowed emulating the communications regulated market while at the same time providing service providers and carriers a cheaper and Internet- integrated way to pro[r]

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SURVEY REPORT: EXECUTIVE SUMMARY

SURVEY REPORT: EXECUTIVE SUMMARY

The level of flexibility in working hours and breaks is likely to be more a function of the role of the employees than of their work settings and there were differences reported for each role in terms of the ability to decide when to take a break and the ability to adapt working hours. Care workers tended to report the least flexibility in taking a break, and policy/administration staff tended to report the most flexibility in those areas, with nurses somewhere in between the two. Statistical comparisons indicated significant differences between the role groupings (Nurse, Care Worker, Policy/Admin, Domestic/Home Maintenance), with the exception of the comparison between care workers and domestic or home maintenance workers.
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Euromart study report. Executive summary

Euromart study report. Executive summary

25 COMMERCIAL- IN- CONFIDENCE Structures Aerodynamics e e e e e • theoretical methods e natural laminar flow e hybrid laminar flow e turbulence management • shock/boundary layer interact[r]

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Executive Summary EXECUTIVE SUMMARY

Executive Summary EXECUTIVE SUMMARY

and stroke, as distinguished by the Healthy People 2010 Heart and Stroke Partnership according to the different intervention approaches that apply. These goals (which are based on the one Healthy People 2010 goal) are prevention of risk factors, detection and treatment of risk factors, early identification and treatment of heart attacks and strokes, and prevention of recurrent cardiovascular events. An action framework that outlines the comprehensive public health strategy of the Action Plan (see Figure 1) highlights these goals. The main features of the action framework can be described briefly as follows (see full report for further discussion): • The Present Reality, which summarizes current knowledge of the
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Minnesota Alternative Response Evaluation Second Annual Report. Executive Summary

Minnesota Alternative Response Evaluation Second Annual Report. Executive Summary

6,158 were in the 14 counties participating in the impact portion of the study and were assigned to either the experimental group (57.4 percent) and received the alternative response or the control group (36.9 percent) and received the traditional response. Other data sources include feedback from families and child protection case workers. Through the end of 2002, primary caregivers in 909 families have provided feedback—270 through interviews and 639 in completed written questionnaires. Detailed case information has been obtained from county CPS workers on 490 families selected in the study sample. Detailed cost information associated with a sample of cases will be collected beginning in the spring of 2003 as part of the cost-effectiveness study. Regular site visits and staff interviews are being conducted throughout the demonstration period as part of the evaluation.
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Improving Writing Quality Evaluation Report and Executive Summary May 2014

Improving Writing Quality Evaluation Report and Executive Summary May 2014

The evaluation team and Calderdale Excellence Partnership (CEP) jointly provided information documentation on the trial for schools (Appendix C). CEP recruited schools from West Yorkshire using its existing and long-standing relationship with schools in the area. School recruitment took place between February and March 2013. An information event for schools, run jointly by CEP and the evaluation team, was held on 26 February 2013. This provided an opportunity to explain both the intervention and the importance of the independent evaluation and what would be required of schools which decided to take part. Schools that wanted to take part were asked to sign an ‘agreement to participate form’ (Appendix D) to ensure they agreed to all trial-related procedures.
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Joint evaluation. Executive summary

Joint evaluation. Executive summary

While this methodology is a refe- rence guide for establishing partnership fra- meworks, in the case of the Bolivians, it did not cover all necessary specific guidance on how to define[r]

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Executive Summary School Accountability Report Card,

Executive Summary School Accountability Report Card,

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2010–11 school year. School finances and school completion data are reported for the 2009–10 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2011–12 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.
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