Employing Data to Measure Effective Instruction

Autor/in	Looney, Michael
Titel	Employing Data to Measure Effective Instruction
Quelle	In: AASA Journal of Scholarship & Practice, 3 (2007) 4, S.31-36 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Teacher Effectiveness; Educational Improvement; Academic Standards; Educational Indicators; Accountability; Academic Achievement; Alignment (Education); Management Information Systems; Phenomenology; Barriers; Educational Assessment; Educational Quality; Alabama + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Verantwortung; Schulleistung; Managementinformationssystem; Phenomenological psychology; Phänomenologie; Psychologie; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität
Abstract	The national push for educational accountability has focused attention on the need for effective teachers and high-quality instruction. The problem is that even among certified teachers, the meaning "high-quality instruction" often varies significantly from one teacher to the next, and one school to the next. Obviously, a lack of alignment between the intended curriculum and the assessed curriculum is a source of trouble, so states and districts expend a great deal of effort linking their official curricula to established standards or assessments. What is not so obvious is the potential discrepancy between the intended curriculum and the implemented curriculum. In the author's former position as assistant superintendent for curriculum and instruction at Montgomery Public Schools (MPS) in Alabama, one of the district's goals was to improve student achievement. This article recounts the author's past experiences while instituting new measures and data-based professional development for 13 schools that failed to meet adequate yearly progress requirements in the 2002-03 school year. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10