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| epi assessment for teachers: Grading Education Richard Rothstein, 2008-12-14 Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish. Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education —basic knowledge and skills, critical thinking, an appreciation of the arts, physical and emotional health, and preparation for skilled employment —and then develop the means to measure and ensure schools’ success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focuses on professional evaluation, and builds on capacities we already possess. This important resource: Describes the design of an alternative accountability system that would not corrupt education as does NCLB and its state testing systems Explains the original design of NAEP in the 1960s, and shows why it should be revived. Defines the broad goals of education, beyond math and reading test scores, and reports on surveys to confirm public and governmental support for such goals. Relates these broad goals of education to the desire for accountability in education. |
| epi assessment for teachers: Oae Assessment of Professional Knowledge Multi-Age (Pk-12) (004) Secrets Study Guide: Oae Test Review for the Ohio Assessments for Educators Oae Exam Secrets Test Prep, 2015-02-25 ***Includes Practice Test Questions*** OAE Assessment of Professional Knowledge: Multi-Age (PK-12) (004) Secrets helps you ace the Ohio Assessments for Educators, without weeks and months of endless studying. Our comprehensive OAE Assessment of Professional Knowledge: Multi-Age (PK-12) (004) Secrets study guide is written by our exam experts, who painstakingly researched every topic and concept that you need to know to ace your test. Our original research reveals specific weaknesses that you can exploit to increase your exam score more than you've ever imagined. OAE Assessment of Professional Knowledge: Multi-Age (PK-12) (004) Secrets includes: The 5 Secret Keys to OAE Success: Time is Your Greatest Enemy, Guessing is Not Guesswork, Practice Smarter, Not Harder, Prepare, Don't Procrastinate, Test Yourself; A comprehensive General Strategy review including: Make Predictions, Answer the Question, Benchmark, Valid Information, Avoid Fact Traps, Milk the Question, The Trap of Familiarity, Eliminate Answers, Tough Questions, Brainstorm, Read Carefully, Face Value, Prefixes, Hedge Phrases, Switchback Words, New Information, Time Management, Contextual Clues, Don't Panic, Pace Yourself, Answer Selection, Check Your Work, Beware of Directly Quoted Answers, Slang, Extreme Statements, Answer Choice Families; Along with a complete, in-depth study guide for your specific OAE exam, and much more... |
| epi assessment for teachers: Teacher and Student Evaluation Alyson Leah Lavigne, Thomas L. Good, 2013-09-05 Following the recent major school reform of Race to the Top, schools, teachers, and students are increasingly evaluated through high-stakes achievement test scores. In six concise chapters, Teacher and Student Evaluation explores the historical rise and modern landscape of accountability in American education, and the current models of teacher evaluation. The authors provide realistic and useful suggestions for responding to current accountability demands. The authors explore the methodological concerns and policy implications of using value-added and observational measures to make high-stakes decisions. After reaching the conclusion that these contemporary evaluation practices are flawed, Alyson Lavigne and Thomas Good offer possible solutions that inform current and future teacher evaluation. This book is a valuable resource for students of educational assessment as well as policy makers, administrators, and teachers who are currently building accountability plans. The book is written in an accessible but authoritative fashion that practitioners, policymakers, and scholars will find useful. |
| epi assessment for teachers: A Straightforward Guide to Teacher Merit Pay Gary W. Ritter, Joshua H. Barnett, 2013-05-01 Reward your best teachers for the great work they do! Is your school system considering teacher merit pay? Now is the time to understand the potential benefits and pitfalls of performance-based teacher pay, as well as how today’s most successful programs were developed. Drawing on substantial research with school districts, Gary Ritter and Joshua Barnett provide a step-by-step approach to setting up a merit pay system in your school district. Readers will find An overview of existing merit pay programs and their strengths and weaknesses A review of the 12 most common myths about merit pay, and how school leaders can respond Six guiding principles for designing a merit pay program, along with how-to’s and timelines for every phase Guidance on creating balanced assessments based on multiple measures of teacher effectiveness, and developed in collaboration with teachers Ensure that your district’s merit pay program supports teachers’ professional growth, schoolwide progress, and student achievement. Ritter and Barnett bring much-needed researched clarity to this complex issue. For school administrators, education policy makers, legislators, and others interested in school reform, this book is a must-read. —Rod Paige, Former U.S. Secretary of Education This guide is a useful resource for undertaking merit pay, preventing pitfalls, and most importantly, offering solid recommendations for creating well-designed implementations. —Gary Stark, President and CEO National Institute for Excellence in Teaching |
| epi assessment for teachers: Just Great Teaching Ross Morrison McGill, 2019-09-05 'Bursting with fresh ideas, packed with practical tips, filled with wise words, this is an inspiring guide for all teachers.' Lee Elliot Major, Professor of Social Mobility, University of Exeter and co-author of What Works? 50 tried-and-tested practical ideas to help you tackle the top ten issues in your classroom. Ross Morrison McGill, bestselling author of Mark. Plan. Teach. and Teacher Toolkit, pinpoints the top ten key issues that schools in Great Britain are facing today, and provides strategies, ideas and techniques for how these issues can be tackled most effectively. We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, and analyses best practice in teaching. Supported by case studies and research undertaken by Ross in ten primary and secondary schools across Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work, Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD. With a foreword by Lord Jim Knight and contributions from Priya Lakhani, Andria Zafirakou, Mark Martin, Professor Andy Hargreaves and many more, this book inspires readers to open their eyes to how particular problems can be resolved and how other schools are already doing this effectively. It is packed with ideas and advice for all primary and secondary classroom teachers and school leaders keen to provide the best education they possibly can for our young people today. |
| epi assessment for teachers: Improving Large-scale Assessment in Education Marielle Simon, Kadriye Ercikan, Michel Rousseau, 2013 This book focuses on central issues that are key components of successful planning, development and implementation of LSAs. The book's main distinction is its focus on practice- based, cutting-edge research. This is achieved by having chapters co-authored by world-class researchers in collaboration with measurement practitioners. |
| epi assessment for teachers: The Language Teacher Toolkit, Second Edition Dr Gianfranco Conti, Steve Smith, 2023-06 This heavily revised and updated new edition of the best-selling language teacher handbook is a comprehensive introduction to research-informed classroom practice. Topics explored include: Language teaching methods Lesson and curriculum planning Intercultural understanding Listening, speaking, reading and writing Teaching in the target language Vocabulary, grammar and phonics Fluency and lexicogrammar Assessment Meeting the needs of all learners Teaching advanced level students Motivation Songs and drama Subject knowledge Language teachers of any experience will be introduced to a wide range of findings from second language acquisition and cognitive science research, along with a wealth of practical classroom ideas to enhance their practice. This new edition lays greater emphasis on lexicogrammar, fluency, intercultural understanding, meeting diverse learner needs, lesson and curriculum planning. About the first edition: A treasure chest for every language teacher. (Languages Today, the magazine of the Association for Language Learning.) |
| epi assessment for teachers: Teachers, Performance Pay, and Accountability Scott J. Adams, 2009 |
| epi assessment for teachers: Teacher Evaluation Kenneth D. Peterson, 2000-05-19 This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests, documentation of professional activity, systematic observation, and administrator reports, as well as discussions of the teacher as curriculum designer and data sources to avoid. Part 3 describes tools for improved teacher evaluation, and the evaluation of other educators is outlined in part 4. School district responsibilities and activities are described in part 5. This edition adds new chapters on: (1) the role of the principal in changed teacher evaluation; (2) how districts can transform current practice; (3) use of national standards; (4) developments in using student achievement data; and (5) the development of sociologically sophisticated teacher evaluation systems. Emphasis is placed on the use of the Internet as a resource and other new resources for local development. A list of legal cases cited is included. (Contains 343 references.) (SLD) |
| epi assessment for teachers: Teacher Evaluation Around the World Jorge Manzi, Yulan Sun, María Rosa García, 2022-10-29 This book presents some of the leading technical, professional, and political challenges associated with the development and implementation of teacher evaluation systems, along with characterizing some of these systems in different countries around the world. The book promotes a broader comprehension of the complexities associated with this kind of initiatives, which have gained relevance in the last two decades, especially in the context of policies aimed at improving the quality of education. The first section of the book includes conceptual chapters that will detail some of the central debates around teacher evaluation, such as a) performance evaluation versus teaching effectiveness; b) tensions between formative and summative uses of evaluation; c) relationship between evaluation and teacher professionalization; and d) political tensions around teacher evaluation. In the second section, the book addresses specific examples of national or state-wide initiatives in the field of teacher evaluation. For this section, the authors have invited contributions that reflect experiences in North America, Asia, Europe, Oceania, and Latin America. In each chapter, a teacher evaluation system is presented, including their main results and validity evidence, as well as the main challenges associated with its design and implementation. This wide-ranging presentation of teacher evaluation systems around the world is a valuable reference to understand the diverse challenges for the implementation of teacher evaluation programs. The presence of conceptual chapters with others that illustrate how teacher evaluation has been implemented in different contexts gives the reader a comprehensive view of the complex nature of teacher evaluation, considering their technical and political underpinnings. It is a valuable source for anyone interested in the design, improvement, and implementation of teacher evaluation systems. |
| epi assessment for teachers: The Corporatization of Education Kenneth J. Saltman, 2024-10-10 Kenneth J. Saltman is a defining voice within Education, and for 25 years he has worked to uncover the ways in which public education has been impacted by corporatization and neoliberalism, and to demonstrate what educators and citizens can do to reclaim the democratic purpose of schooling. His work is unique in the way that it bridges a number of traditions, theoretical perspectives, and ranges in scope across the discipline, while at the same time translating crucial concepts in an accessible writing style. In this timely collection, Saltman introduces 11 of his most influential writings across his career with new contextual information for each piece. The volume is framed by a new introduction and conclusion by the author, which re-examine the scope of his work, discuss the larger development of the field over time, and considers what is still to be done. This important work will be crucial to researchers and graduate students in Education courses, particularly within Educational Foundations, Sociology of Education, and Education Policy Studies. The book’s interdisciplinary nature means that it will also be highly beneficial for those studying or researching within Sociology, Communications, and Politics. |
| epi assessment for teachers: Breaking the Sound Barrier Steve Smith, Gianfranco Conti, 2019-08 Breaking the Sound Barrier: Teaching Language Leaners How to Listen.To cite use Conti and Smith (2019).This book is for language teachers who want to help their students become more effective listeners. It focuses on the processes involved in aural comprehension, blending the latest research evidence with over 200 engaging listening activities, as well as lots of useful practical classroom ideas and lesson sequences.Chapters include the principles of listening as modelling, developing phonological and lexical retrieval skills, grammatical parsing, interpersonal and task-based listening. There are also chapters on how to make the most of songs, cognitive and metacognitive strategies, assessment and preparing for examinations. The final chapter offers a framework for language teachers or departments who wish to develop a strategy for improved listening. The book aims to place listening at the forefront of lesson planning.Gianfranco and Steve have around 60 years of classroom experience between them and a track record of offering instantly usable, low-preparation activities for the classroom, supported by second language acquisition research. Their handbook The Language Teacher Toolkit is already widely used around the world. Too often, classroom listening is neglected by teachers and a source of fear for learners; how can we make it a successful and enjoyable experience for all? This book is truly unique in its genre, in proposing a different and more impactful answer to this question. We sincerely hope you enjoy it. |
| epi assessment for teachers: Multidisciplinary Perspectives on Teacher Evaluation Morgaen L. Donaldson, 2020-11-26 In the wake of national interest in teacher evaluation, this book examines what we have learned about how and whether teacher evaluation holds teachers accountable and improves their practice. Drawing on literature in psychology, economics, and sociology, this multi-disciplinary and multi-perspectival book explores teacher evaluation’s intended goals of development and accountability, as well as its unintended consequences, especially as they relate to equity. Blending theory from diverse disciplines with decades of research, this book provides new insights into how teacher evaluation has played out in schools across the United States and offers recommendations for research, policy, and practice in the years to come. Insights include how to embed teacher evaluation in a larger culture of continuous learning; rethinking assumptions on accountability and development aims; and highlighting the importance of equity in the design, implementation, and outcomes of teacher evaluation. Every chapter concludes with practical recommendations informed by theory and research to guide policymakers, researchers, and district and school leaders as they seek to understand, design, and implement better teacher evaluation systems. |
| epi assessment for teachers: Handbook of Epistemic Cognition Jeffrey A. Greene, William A. Sandoval, Ivar Bråten, 2016-01-22 The Handbook of Epistemic Cognition brings together leading work from across disciplines, to provide a comprehensive overview of an increasingly important topic: how people acquire, understand, justify, change, and use knowledge in formal and informal contexts. Research into inquiry, understanding, and discovery within academic disciplines has progressed from general models of conceptual change to a focus upon the learning trajectories that lead to expert-like conceptualizations, skills, and performance. Outside of academic domains, issues of who and what to believe, and how to integrate multiple sources of information into coherent and useful knowledge, have arisen as primary challenges of the 21st century. In six sections, scholars write within and across fields to focus and advance the role of epistemic cognition in education. With special attention to how researchers across disciplines can communicate and collaborate more effectively, this book will be an invaluable resource for anyone interested in the future of knowledge and knowing. Dr. Jeffrey A. Greene is an associate professor of Learning Sciences and Psychological Studies in the School of Education at the University of North Carolina at Chapel Hill. Dr. William A. Sandoval is a professor in the division of Urban Schooling at the UCLA Graduate School of Education & Information Studies. Dr. Ivar Bråten is a professor of Educational Psychology at the Faculty of Educational Sciences at the University of Oslo, Norway. |
| epi assessment for teachers: Strategic Human Resources Management in Schools Henry Tran, Carolyn Kelley, 2024-02-01 Strategic Human Resources Management in Schools provides a new approach to human resources management, grounded in the perspectives of cutting-edge practice, research, and theory. Traditional human resource (HR) practices in education have operated in an isolated and reactionary manner; this book explores an updated version of personnel administration that links strategic human resources to organizational goals, educational mission, educator well-being, and student success. Coverage includes exemplar strategic HR practices from progressive organizations and leading companies, discussion of tricky issues like discrimination and implicit bias, and developmental and humanistic support of teachers as well as support staff, including paraprofessionals, food service workers, and bus drivers. The Talent-Centered Education Leadership (TCEL) model presented in this book explores how educational leaders can create a nurturing and inclusive workplace for all educational staff, which is ultimately critical for improvement in student learning and strengthening recruitment and retention of a quality education workforce. Designed for aspiring leaders, this volume is grounded in the Professional Standards for Educational Leaders (PSEL) and National Educational Leadership Preparation (NELP) Building and District Level standards and is full of rich pedagogical features including cases, “warning boxes” to explore areas particularly thorny to navigate, questions for discussion, and various learning activities. |
| epi assessment for teachers: Embedded Formative Assessment Dylan Wiliam, 2011-11-01 Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students. |
| epi assessment for teachers: Improving Teacher Evaluation Systems Jason A. Grissom, Peter Youngs, 2016 This is the first book to gather and address what we have learned about the impacts and challenges of data-intensive teacher evaluation systems—a defining characteristic of the current education policy landscape. Book Features: Contributions by scholars working at the cutting edge of research and pioneering leaders directly involved in the implementation of teacher evaluation systems.Examination of the challenges and impact multiple measures-based evaluations are having on teaching and learning. Empirical research on the reliability and validity of evaluation measures, including classroom observation instruments, value-added measures, student surveys, and teacher portfolios. Contributors include: Ryan Balch, Marisa Cannata, Casey D. Cobb, Julie Cohen, Sean P. Corcoran, Morgaen L. Donaldson, Tim Drake, Dan Goldhaber, Ellen Goldring, Bridget K. Hamre, Gary T. Henry, Nathan D. Jones, Venessa A. Keesler, Susanna Loeb, Robert C. Pianta, Min Sun, Andrea Whittaker “Grissom and Youngs collect our best research-based knowledge on the topic in a smart, accessible volume that sets the standard in the field.” —John Tyler, Brown University “An insightful guide to new teacher evaluation systems. The contributions from individual authors couple what we know about measurement quality in these systems with a valuable first look at on-the-ground implementation.” —Heather Hill, Harvard Graduate School of Education “One of the most significant recent changes in school district administration has been the widespread development and implementation of teacher evaluation systems based on pupil performance and other measures. This book brings together top scholars who identify key issues, providing insights into possible benefits and perils.” —Robert E. Floden, Michigan State University |
| epi assessment for teachers: Teacher Evaluation to Enhance Professional Practice Charlotte Danielson, Thomas L. McGreal, 2000 Identifies some of the problems with many teacher evaluation systems, presents a rationale for teacher evaluation, and describes a structural framework for designing an effective evaluation system for beginning and tenured teachers. |
| epi assessment for teachers: Teaching Epidemiology Jørn Olsen, Rodolfo Saracci, Dimitrios Trichopoulos, 2010-04-15 Teaching Epidemiology is published in collaboration with the International Association of Epidemiology (IEA) and the European Educational Programme in Epidemiology (EEPE) --Book Jacket. |
| epi assessment for teachers: Developing Reading Proficiency Bernard I. Schmidt, Robert Cosgrove, George B. Schick, 1971-01-01 |
| epi assessment for teachers: Student Growth Measures in Policy and Practice Kimberly Kappler Hewitt, Audrey Amrein-Beardsley, 2016-10-05 This book examines the intersection of policy and practice in the use of student growth measures (SGMs) for high-stakes purposes as per such educator evaluation systems. The book also focuses on examinations of educators’ perceptions of and reactions to the use of SGMs; ethical implications pertaining to the use of SGMs; contextual challenges when implementing SGMs; and legal implications of SGM use. The use of student test score data has been the cornerstone of the recent transfiguration of educator evaluation systems in forty-two states and the District of Columbia. Three leading voices on SGMs—Sean Corcoran, Henry Braun, and David Berliner—also serve as section and concluding commentators. |
| epi assessment for teachers: Class and Schools Richard Rothstein, 2004 Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality. In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices. ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult. |
| epi assessment for teachers: The SAGE Handbook of Personality Theory and Assessment Gregory J Boyle, Gerald Matthews, Donald H Saklofske, 2008-06-24 A definitive, authoritative and up-to-date resource for anyone interested in the theories, models and assessment methods used for understanding the many factes of Human personality and individual differences This brand new Handbook of Personality Theory and Assessment 2-Volume Set constitutes an essential resource for shaping the future of the scientific foundation of personality research, measurement, and practice. There is need for an up-to-date and international Handbook that reviews the major contemporary personality models Vol. 1 and associated psychometric measurement instruments Vol. 2 that underpin the scientific study of this important area of individual differences psychology, and in these two Handbooks this is very much achieved. Made unique by its depth and breadth the Handbooks are internationally edited and authored by Professors Gregory J. Boyle, Gerald Matthews, and Donald H. Saklofske and authored by internationally known academics, this work will be an important reference work for a host of researchers and practitioners in the fields of individual differences and personality assessment, clinical psychology, educational psychology, work and organizational psychology, health psychology and other applied fields as well. Volume 2: Personality Measurement and Assessment. Covers psychometric measurement of personality and has coverage of the following broad topics, listed by section heading: General Methodological Issues Multidimensional Personality Instruments Assessment of Biologically-Based Traits Assessment of Self-Regulative Traits Implicit, Projective And Objective Measures Of Personality Abnormal Personality Trait Instruments Applications of Psychological Testing |
| epi assessment for teachers: The Ethical Use of Data in Education Ellen B. Mandinach, Edith S. Gummer, 2021 This volume brings together experts on various aspects of education to address many of the emerging issues and problems that affect how data are being used or misused in educational contexts. Readers will learn about the importance of using data effectively, responsibly, and ethically to fully understand how cognitive fallacies occur and how they impact decisionmaking. They will understand how codes of ethics deal with the use of data within education as well as in other disciplines. Chapters provide a landscape view of the regulations that pertain to data use and policies that have emerged, including the impact of accountability on data use and data ethics. The text covers data ethics in local education agencies, professional development, educator preparation, testing programs, and educational technology. Chapter authors recommend steps to improve awareness among educators, stakeholders, and other interested groups and suggest actions that can be taken to enhance educators’ capacity to use data responsibly. A final use case chapter describes the importance of data ethics in terms of equity in schools and includes salient examples of ethical dilemmas, with questions and reflections on how ethics and equity apply to each situation. The conclusion addresses data ethics in terms of professionalism and poses several recommendations to challenge educators in ways to raise awareness of and integrate data ethics into educational practice. Book Features: Discusses how accountability affects effective data, including the pressure on schools and districts to perform better on test scores or other indicators. Outlines ten recommendations for how professional development can incorporate data ethics in practice.Reviews the expectations and realities of preparing educators for data literacy, including an example of one teacher education program’s integrated, curriculum-wide approach. Considers the role of testing companies in ethical data use, including issues around equity in assessment data.Explores how educational technologies, platforms, and applications impact data use. Contributors: Wayne Camara, Michelle Croft, Amanda Datnow, Chris Dede, Edward Dieterle, Sherman Dorn, Paul Gibbs, Edith S. Gummer, Beth Holland, Taryn A. Hochleitner, Jo Beth Jimerson, Marie Lockton, Ellen B. Mandinach, Sharon L. Nichols, Diana Nunnaley, Brennan McMahon Parton, Amelia Vance, Alina von Davier, Casey Waughn, Haley Weddle |
| epi assessment for teachers: Unleashing Great Teaching David Weston, Bridget Clay, 2018-05-11 It’s within the power of each and every school to unleash the best in teachers, day by day, month by month, year by year. This practical handbook takes the guesswork out of professional learning, showing school leaders how they can build a self-improving culture and remove barriers to learning.the authors set out their advice for how every school can bring in the best ideas from the whole system, and make sure that these have a lasting effect in the classroom. Packed full of examples, easy-to-use ideas and checklists, Unleashing Great Teaching brings together a vast body of experience gained by the Teacher Development Trust (UK), and shows how other schools can learn from these insights. From fostering a culture of evaluating impact to establishing good relationships, communication and a developmental culture, this book takes each and every aspect of the school system and reassesses its role as a driver of teacher and student success. |
| epi assessment for teachers: Spanish Sentence Builders - A Lexicogrammar Approach Dylan Viñales, Gianfranco Conti, 2021-05 This is the newly updated SECOND EDITION! This version has been fully re-checked for accuracy and re-formatted to make it even more user-friendly, following feedback after a full year of classroom use by thousands of teachers across the world. Spanish Sentence Builders is a workbook aimed at beginner to pre-intermediate students co-authored by two modern languages educators with over 40 years of extensive classroom experience between the two, both in the UK and internationally. This 'no-frills' book contains 19 units of work on very popular themes, jam-packed with graded vocabulary-building, reading, translation, retrieval practice and writing activities. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout. Each unit includes: 1) A sentence builder modelling the target constructions; 2) A set of vocabulary building activities; 3) A set of narrow reading texts exploited through a range of tasks focusing on both the meaning and structural levels of the text; 4) A set of retrieval-practice translation tasks; 5) A set of writing tasks targeting essential micro-skills such as spelling, lexical retrieval, syntax, editing and communication of meaning. Based on the Extensive Processing Instruction (E.P.I.) principle that learners learn best from comprehensible and highly patterned input flooded with the target linguistic features, the authors have carefully designed each and every text and activity to enable the student to process and produce each item many times over. This occurs throughout each unit of work as well as in smaller grammar, vocabulary and question-skills micro-units located at regular intervals in the book, which aim at reinforcing the understanding and retention of the target grammar, vocabulary and question patterns. |
| epi assessment for teachers: Reflective Primary Teaching Tony Ewens, Paul Cammack, 2019-06-07 This essential text helps student teachers, classroom teachers at all stages in their careers, school mentors and teacher educators develop their effectiveness by analysing and improving their practice in the light of a deeper understanding of the professional Teachers’ Standards. Each aspect of the Standards is dealt with in a chapter of its own, where the central topic is presented as both complex and contested in a way that invites readers to formulate their own interpretations. The approach accentuates the importance of reflection as a key professional attribute and readers are encouraged to reflect on their own experiences and on their responses to case studies and quotations as a means of helping them to develop their understandings. This new edition takes account of the current educational context, with an emphasis on evidence-based practice, and includes extension tasks to address M level demands, fully revised and updated chapters on SEND and assessment, and a completely new final chapter highlighting CPD and appraisal for serving teachers. |
| epi assessment for teachers: Resources in Education , 2001 |
| epi assessment for teachers: Ways of Learning Alan Pritchard, 2013-12-04 Whilst most teachers are skilled in providing opportunities for the progression of children’s learning, it is often without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are better equipped to provide effective experiences and situations which are more likely to lead to lasting attainment. Now fully updated, Ways of Learning seeks to provide an understanding of the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: An overview of learning Behaviourism and the beginning of theory Cognitive and constructivist learning Multiple intelligences Learning styles Difficulties with learning The influence of neuro-psychology Relating theory to practice The third edition of this book includes developments in areas covered in the first and second editions, as well as expanding on certain topics to bring about a wider perspective; most noticeably a newly updated and fully expanded chapter on the influence of neuro-educational research. The book also reflects changes in government policy and is closely related to new developments in practice. Written for trainee teachers, serving teachers, and others interested in learning for various reasons, Ways of Learning serves as a valuable introduction for students setting out on higher degree work who are in need of an introduction to the topic. |
| epi assessment for teachers: Public School Equity Manya Whitaker, 2023-09-01 Equality is not equity, tolerance is not inclusion, and access is not opportunity. Efforts to address inequities within our schools tend to ignore the underlying beliefs that sustain injustices, and focus instead on short-lived policies and practices. This book takes a different approach to eradicating educational disparities. Drawing on more than forty interviews with teachers, principals, and district leaders, Manya C. Whitaker offers educators guidance for leading a school or district grounded in social justice that centers teachers—not just teaching practices—and that focuses on the belief systems that shape decision-making. The chapters walk educational leaders through a strategic approach to long-term change: from school planning for family and community engagement, to hiring and onboarding teachers, to sustaining equity through multifaceted professional development and equitable evaluation. Concrete “how-to”s are provided throughout, along with reflection questions to help readers apply the content to their context. For any school or district leader intent on addressing the many inequities highlighted by the COVID-19 pandemic, this book is an essential manual. |
| epi assessment for teachers: Essential for Living Patrick McGreevy, 2014-09-20 |
| epi assessment for teachers: Symbolic Universes in Time of (Post)Crisis Sergio Salvatore, Viviana Fini, Terri Mannarini, Jaan Valsiner, Giuseppe Alessandro Veltri, 2019-06-18 This book investigates whether, how and where the cultural milieu of European societies has changed as a result of the socio-economics crisis. To do so, it adopts a psycho-cultural approach, which views the cultural milieu as a set of meanings, placing the generalized image social actors have of themselves, the world, events and their relationships in the context of the socio-political and institutional environment, including policies. By analyzing the changes in cultural milieu and social identity, the book develops strategic and methodological guidelines for the design of post-crisis policies, providing a concept of how the cultural dynamics are associated with certain individual characteristics and specific socio-economic phenomena. |
| epi assessment for teachers: Opportunity to Learn, Curriculum Alignment and Test Preparation Jaap Scheerens, 2016-08-30 This book provides a review of the effectiveness of Opportunity to Learn (OTL) operationalized as the association between OTL and student achievement. In addition, it presents an elaborate conceptual map in which OTL is regarded as part of a larger concept of curriculum alignment. Major components of this framework are national goals and standards, school curricula, formative tests, textbooks, actual delivery of content as part of teaching, and summative tests and examinations.Alignment between educational goals, intended and implemented curricula, and educational outcomes is considered an important prerequisite for effective education. The expectation is that better alignment leads to better student performance. The concept of OTL is commonly used to compare content covered, as part of the implemented curriculum, with student achievement. As such it is to be seen as a facet of the broader concept of “alignment”. As it comes to enhancing OTL in educational policy and practice, proactive curriculum development is compared to a more retroactive orientation. Legitimate forms of test and examination preparation belong to this retroactive orientation, and are seen as favorable conditions for optimizing OTL. This book reviews the research evidence on the effects of OTL on student achievement by means of detailed descriptions of key-empirical studies, a review of meta-analyses, a “vote count” syntheses of 51 empirical studies, conducted between 1995 and 2015, and a secondary analysis based on TIMSS 2011, and PISA 2012 data. It concludes that the effect size of OTL, at about .30, is modest, but comparable in size to other effectiveness-enhancing conditions in schooling. The final chapter of the book provides suggestions for educational policy and practice to further optimize OTL. /div |
| epi assessment for teachers: Teaching and Learning in the Health Sciences , 2010 |
| epi assessment for teachers: OECD Reviews of School Resources Working and Learning Together Rethinking Human Resource Policies for Schools OECD, 2019-12-11 The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of effective human resource policies that strengthen, recognise and preserve the positive impact that that teachers, school leaders and other school staff have on their students. |
| epi assessment for teachers: Public School Equity: Educational Leadership for Justice (Equity and Social Justice in Education) Manya Whitaker, 2022-02-01 Equality is not equity, tolerance is not inclusion, and access is not opportunity. Efforts to address inequities within our schools tend to ignore the underlying beliefs that sustain injustices, and focus instead on short-lived policies and practices. This book takes a different approach to eradicating educational disparities. Drawing on more than forty interviews with teachers, principals, and district leaders, Manya C. Whitaker offers educators guidance for leading a school or district grounded in social justice that centers teachers—not just teaching practices—and that focuses on the belief systems that shape decision-making. The chapters walk educational leaders through a strategic approach to long-term change: from school planning for family and community engagement, to hiring and onboarding teachers, to sustaining equity through multifaceted professional development and equitable evaluation. Concrete “how-to”s are provided throughout, along with reflection questions to help readers apply the content to their context. For any school or district leader intent on addressing the many inequities highlighted by the COVID-19 pandemic, this book is an essential manual. |
| epi assessment for teachers: Teachers, Teaching, and Reform Ralph P. Ferretti, James Hiebert, 2017-12-14 Comprised of contributions from distinguished education scholars, Teachers, Teaching, and Reform takes a critical look at evidence about systemic efforts to identify excellent teachers and promote excellent teaching practices. Organized to include diverse and often contrasting perspectives on the topic, this book provides insight into some of the most vexing historical issues affecting the policies that shape current reform initiatives focused on teachers, teaching, and educational outcomes. Educational scholars, policy makers, instructors, and graduate students will come away with a keen understanding of different perspectives about the assessment of teachers, teaching, and teacher education programs, as well as strategies for improving educational outcomes for students. |
| epi assessment for teachers: Teaching Pronunciation Marianne Celce-Murcia, Donna Brinton, Janet M. Goodwin, 1996-10-13 This course includes an overview of current theory and practice. The paperback edition offers current and prospective teachers of English a comprehensive treatment of pronunciation pedagogy, drawing on current theory and practice. The text provides an overview of teaching issues from the perspective of different methodologies and second language acquisition research. It has a thorough grounding in the sound system of North American English, and contains insights into how this sound system intersects with listening, morphology, and spelling. It also contains diagnostic tools, assessment measures, and suggestions for syllabus design. Discussion questions encourage readers to draw on their personal language learning/teaching experiences as they assimilate the contents of each chapter. Follow-up exercises guide teachers in developing a range of classroom activities within a communicative framework. |
| epi assessment for teachers: Quality and Change in Teacher Education John Chi-kin Lee, Christopher Day, 2016-02-25 How teachers may be better educated for a changing global world is a challenge that faces many systems of education worldwide. This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally. Graduate schools of education in the United States and the UK, for example, are making fundamental changes in the structures, courses, programs and faculties that prepare beginning teachers each year. Drawing upon examples from the United States, United Kingdom, China, Hong Kong, Australia and elsewhere, its authors provide a unique critical overview of emerging themes and challenges of raising the quality of teaching and the quality of student learning outcomes. They suggest possible ways forward for teachers, teacher educators, researchers and policy-makers as they seek to raise the quality of teaching and student outcomes whilst sustaining their moral purposes and values of equity, inclusion and social justice. Taken together, the chapters contain informed, critical discussions of “normal education” and “teacher education” of “professional standards”, “4+2/+1” post-degree training, “PGDE versus BEd”, integration of subject specializations and professional education. Each one provides new visions of the teacher as a professional and to cultivate high quality teachers in the West and the Greater China region. For all those interested in issues of quality, change and forward movement in teacher education in contexts of policy led reform, this is a must read. |
| epi assessment for teachers: Rethinking Value-Added Models in Education Audrey Amrein-Beardsley, 2014-04-24 Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways. |
Tariffs—Everything you need to know but were afraid to ask
Feb 10, 2025 · EPI is a leader in the movement for economic justice. We use the tools of economics to win policy change that advances power for workers, economic security for …
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About EPI. The Economic Policy Institute (EPI) is a nonprofit, nonpartisan think tank working for the last 30 years to counter rising inequality, low wages and weak benefits for working people, …
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Jun 2, 2025 · EPI is a leader in the movement for economic justice. We use the tools of economics to win policy change that advances power for workers, economic security for …
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EPI is a leader in the movement for economic justice. We use the tools of economics to win policy change that advances power for workers, economic security for families, and racial and …
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EPI is a leader in the movement for economic justice. We use the tools of economics to win policy change that advances power for workers, economic security for families, and racial and …
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Data on the labor force are compiled from EPI analysis of basic monthly Current Population Survey microdata
The federal minimum wage is officially a poverty wage in 2025
Apr 28, 2025 · In analysis of legislation introduced in 2021 to gradually increase the federal minimum wage to $15 an hour, EPI concluded that the policy would lift between 1.8 to 3.7 …
Employers steal billions from workers’ paychecks each year: Survey …
Teresa Kroeger is a research assistant supporting EPI’s research on labor economics. She works closely with economists and researchers to analyze trends in the labor market affecting low- …
FAQ Unauthorized immigrants and the economy - epi.org
Apr 15, 2025 · EPI is a leader in the movement for economic justice. We use the tools of economics to win policy change that advances power for workers, economic security for …
100 ways Trump has hurt workers in his first 100 days - epi.org
Apr 25, 2025 · EPI is a leader in the movement for economic justice. We use the tools of economics to win policy change that advances power for workers, economic security for …
Mid-Level Management Course for EPI Managers - WHO
2. EPI assessment process 2.1 Objectives of the assessment 2.2 Guiding principles 2.3 Assessment steps 3. Planning EPI assessment 3.1 Initiating the assessment 3.2 Compiling …
The Effect of Teachers’ Unions on Teacher Stress: Evidence …
Aug 11, 2022 · Teachers’ unions aim to offer more favorable employment conditions (higher pay and ... For instance, self-assessment of stress can be done through one survey question about …
Program Requirements Florida Educator Accomplished …
Uses a variety of assessment tools to monitor student progress, achievement and learning gains: X. X: 4d. Modifies assessments and testing conditions to accommodate learning styles and …
The teacher shortage is real, large and growing, and worse …
shortage of credentialed teachers. Why it matters: A shortage of teachers harms students, teachers, and the public education system as a whole. Lack of sufficient, qualified teachers …
Teacher Evaluation Packet For Principals - GFPS EPAS …
Non-tenured teachers shall be formally evaluated each year. Tenured teachers shall be formally evaluated at least once every three years. The Educator Performance Appraisal System …
Teacher workload survey 2019 - GOV.UK
2 Characteristics of teachers and schools 22 2.1 Key characteristics of the survey respondents 22 3 Working hours and workload 28 3.1 Introduction 28 3.2 Total working hours during the …
Assessment principles and practices—A guide to …
Assessment principles and practicesA guide to assessment for teachers and coordinators A fee is payable for each of the above categories, except when a grade is changed as a consequence …
ARKANSAS DIVISION OF ELEMENTARY AND …
3.01.1 A comprehensive school safety assessment shall be completed by more than one (1) individual, at least one of whom is not assigned to the facility be assessed. 3.01.2 A …
Epi Assessment For Teachers Copy - staging …
Epi Assessment For Teachers : Delia Owens "Where the Crawdads Sing" This evocative coming-of-age story follows Kya Clark, a young woman who grows up alone in the marshes of North …
CONTRACT BETWEEN THE AMESBURY SCHOOL …
Teachers’ and Nurses’ bargaining unit pending negotiations over terms and conditions of employment, including a review of the provisions of the CBA relative to applicability, and …
What Is A Teacher Epi Assessment (PDF)
What Is A Teacher Epi Assessment W. James Popham. What Is A Teacher Epi Assessment Developing Teacher Assessment Gardner, John,Harlen, Wynne,Hayward, Louise,2010-02-01 …
Secondary Education - EPI Program Requirements ESE …
Uses a variety of assessment tools to monitor student progress, achievement and learning gains X X 4d. Modifies assessments and testing conditions to accommodate learning styles and …
Teachers' English Level Proficiency: Do Students Perceive It …
English teachers in Indonesia, as the EPI records over the past seven years (2011 and 2018) were also following other results of the agency's polling (OECD 2019; World Bank, 2018; UNESCO, …
EPI BRIEFING PAPER
Authors, each of whom is responsible for this brief as a whole, are listed alphabetically. correspondence may be addressed to Educ_Prog@epi.org. Eva L. BakEr is professor of …
The pandemic has exacerbated a long-standing national …
Figure A High and rising vacancies and quits in public education predate the pandemic State and local government education vacancy and quit rates, January 2001–July 2022 Note: Data …
TEACHERS - files.epi.org
The rationale for this approach is deceptively simple. Teachers are supposed to increase students’ knowledge and skills. Proponents argue that if we manage schools as if they were …
How To Prepare For Teacher Epi Assessment Full PDF
How To Prepare For Teacher Epi Assessment: Teacher Preparation and Practice Patrick M. Jenlink,2020-08-24 Teacher Preparation and Practice Reconsideration of Assessment for …
EPI BRIEFING PAPER - Economic Policy Institute
Authors, each of whom is responsible for this brief as a whole, are listed alphabetically. correspondence may be addressed to Educ_Prog@epi.org. Eva L. BakEr is professor of …
Understanding the MCAP Score Report ELA and Math 2023
The 2023-2024 Maryland Comprehensive Assessment Program (MCAP) assessment for English Language Arts (ELA) and Mathematics, which aligns to the Maryland College and Career …
COMMON EDUCATION INTERVIEW QUESTIONS - The …
assessment. 11. Give an example of how you differentiated instruction in a lesson. 12. How do you accommodate a gifted student in your class? 13. How do you manage students with different …
About the Education Policy Institute
February 2020.1 The review found that high-quality CPD for teachers has an average effect size equivalent to one month of extra learning for pupils. To supplement this review, EPI undertook …
Teacher job satisfaction - Mountain Scholar
public schools, teachers play an important role to set the environment for students to develop into responsible adults. Indeed, teachers can make a huge difference in student lives. Leaders in …
How to use an EpiPen (epinephrine injection, USP) Auto …
Remove the Auto-Injector from the clear carrier tube. Flip open the yellow cap of your EpiPen® or the green cap of your EpiPen Jr® carrier tube. Tip and slide the auto-injector out of the
School Performance Plan At-a-Glance Executive Summary
Assessment. Teachers will use the 3 Read Protocol to increase math comprehension. (10/23) 2-RELA/ELA During the 2024-2025 SY, the percentage of students scoring proficient or higher …
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Epi Assessment For Teachers School Examinations and Assessment Council. Epi Assessment For Teachers: Performance-Based Assessment in 21st Century Teacher Education Winter, …
Reading the data - epi.org.uk
experiences in the pre-school years, Zability [ grouping, bias and stereotyping in assessment, the part played by Zfaith [ schools in stratification, the workings of the system intended to serve …
Mobile-Assisted Language Learning using Task-Based …
A survey of English Proficiency Index (EPI) assessment among students in 100 countries from the Education First Institute (EF) shows that Thai students were ranked 89th out of 100 …
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Epi Assessment For Teachers: Performance-Based Assessment in 21st Century Teacher Education Winter, Kim K.,Pinter, Holly H.,Watson, Myra K.,2019-03-01 Performance based …
Personal Protective Equipment - Occupational Safety and …
The Hazard Assessment A first critical step in protecting employees is to use a “hazard assessment to identify physical and health hazards in the workplace. Potential hazards may …
About the Education Policy Institute
teachers in England. There is presently no entitlement to high-quality CPD for teachers in England. EPI previously undertook a comprehensive literature review to find the impact of high …
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Epi Assessment For Teachers School Examinations and Assessment Council. Epi Assessment For Teachers: Performance-Based Assessment in 21st Century Teacher Education Winter, …
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7 there are significant recruitment and retention problems (e.g. 50 per cent of physics teachers and 46 per cent of maths teachers have a relevant degree) and highest in subjects where …
Anaphylaxis and allergy procedures for schools - NSW …
can help schools complete a risk assessment and develop a risk assessment management plan, as a whole-of-school approach. This information can also form the basis of a student’s …
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ealth/services/epi.pdf General Student Needs Recognition: Training in human growth and development; substance abuse and dependency; and human and intercultural relations; and …
How To Prepare For Teacher Epi Assessment (book)
How To Prepare For Teacher Epi Assessment Oae Assessment of Professional Knowledge Multi-Age (Pk-12) (004) Secrets Study Guide: Oae Test Review for the Ohio ... development …
TB Screening and Testing Requirements - Utah
o A positive TST or IGRA should be repeated if no risk to low risk of TB per risk assessment • CXR : and: symptom evaluation for those : with: prior TB disease or LTBI o If documentation of …
Parent and Family Involvement - NC DPI
communications among teachers, families, and community members; Recognize, respect, and address families’ needs, as well as bridge class and ... The self-assessment is intended to …
Training Protocols for the Emergency Administration of …
table of contents acknowledgements part a i. introduction p. 1 ii. training standards p. 2 recognizing symptoms of anaphylaxis p. 2
PREPARATION LOUISIANATEACHER COMPETENCIES
assessment protocols and in alignment with student needs. B. The teacher candidate identifies and uses assessment data to identify the need for interventions and services for individuals …
Teacher workload and professional development in …
It is common to work long hours in England: half of full time teachers work between 40 and 58 hours, and overall a fifth of teachers work 60 hours or more. These relatively long working …
IAG Handbook 2024
teachers from around the world to participate in a three-year cultural. exchange program in the United States. Selected teachers will have the. opportunity to immerse themselves in an …
U.S. Schools Struggle to Hire and Retain Teachers - ed
the shares of teachers who leave a school with the share who arrive—harms both the morale of those teachers who stay, and the cohesion of the school as a whole, which makes sense …
A STRATEGIC REVIEW OF THE STRUCTURE OF …
• seek to enhance the professional standing of teachers and leaders and promote the teaching profession as a career • provide opportunities to allow teachers to develop their careers as …
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Teachers in disadvantaged schools are more likely to be sick or absent – a leading sign of stress or workload problems. Teachers in the most disadvantaged schools outside London are sick …
Guidelines for Medication Administration in Schools
4 12 HB 1085 related changes to RCW 28A.210.260 2/2022 7 20 Expired medications 2/2022 7 23 Disposal of medications 2/2022 9 31 Clarifying information added for stock epinephrine …
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The authors are grateful to EPI colleagues including Natalie Perera, Rebecca Johnes and David Laws. About the Education Policy Institute The Education Policy Institute is an independent, …
Student Threat Assessment – Interview Questions Pre …
a. Gather information from parents and teachers to help address additional questions. 4. Does the individual have (or are they developing) the capacity to carry out an act of targeted violence? …
A quantitative analysis of T level access and progression
Prior to joining EPI, Shruti examined relationships between student participation in dual enrolment and secondary and post secondary outcomes in the United States. Similarly, she worked on …
Instructional Framework - Prince George's County Public …
Balanced Assessment AR.2 Goal-Setting AR.3 Metacognition and Self-Reflection AR.4 Professional Growth Teachers and students participate in formative assessments that provide …
