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Muñoz, Marco A.; Guskey, Thomas R. – Phi Delta Kappan, 2015
Grading and reporting are foundational elements in nearly every educational system. Grading represents teachers' evaluations, formative or summative, of students' performance. Reporting is how the results of those evaluations are communicated to students, parents, or others. Because of their fundamental nature, educators must ensure that grading…
Descriptors: Grading, Educational Improvement, Academic Standards, Educational Practices
Carpenter, Jeffrey P.; Pease, Jennifer S. – Phi Delta Kappan, 2012
Today's accountability paradigm has led many teachers to take on too much work in the push to raise test scores. Teachers don't need to do more; rather, they need to approach instruction differently. To improve results, teachers must require that students assume more responsibility for their own learning. Three key ways in which students and…
Descriptors: Teacher Role, Accountability, Models, Teachers
Radoslovich, Julie; Roberts, Shelley; Plaza, Andres – Phi Delta Kappan, 2014
Committed to being a charter school with a professional learning community that empowers teachers, New Mexico's South Valley Academy (SVA) staff transformed its state evaluation process into a practitioner action research process (Anderson, Herr, & Nihlen, 2007). While teachers self-diagnose growth needs and play active roles in improving…
Descriptors: Charter Schools, Educational Innovation, Models, School Law
Ritter, Gary W.; Barnett, Joshua H. – Phi Delta Kappan, 2016
Since 2010, there has been much policy activity on teacher evaluation. Many education policy makers have embraced the idea that improved teacher evaluation can cultivate genuine improvements in the teaching force and improved student outcomes. Can genuine evaluation actually enhance the effectiveness of those evaluated? Using structured interviews…
Descriptors: Teacher Education, Teacher Evaluation, On the Job Training, Teacher Effectiveness
Phillips, Vicki; Popovic, Zoran – Phi Delta Kappan, 2012
There is increasing evidence that games provide good learning environments, particularly in their ability to drive tenacity and intrinsic motivation, two key characteristics needed for student success. Advancing technology now enables games to also serve as assessments with real-time data that gives teachers the ability to have immediate…
Descriptors: Educational Technology, Motivation, Individualized Instruction, Games