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Internationally benchmarked standards: an exemplary math problem. Figure 3 A campground has a large lawn with a soccer field that measures 100 × 50 meters (Figure 1). The park manager decides to keep the field open at night. Therefore, a decision needs to be made about where to place some light posts. Standard lamp posts are 13 meters high and light a circular region with a radius of 50 meters (see Figure 2). 1.The diagram below (Figure 3) shows the lighting of the field when lights are placed at points D and B. What is the area of the soccer field that is NOT lit when these two light posts are used. Show your work. Dutch examination item by the courtesy of the Freudenthal Institute.
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Thinking About Teacher/Leader Effectiveness at ScaleARRA Strategic Planning Meeting
Phoenix, AZDecember 18, 2009
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3,180,396
2005 2006
2,989,572 3,011,760
1,983,880
1,437,720
2015*
3,088,840
2009*
3,246,000
2008*
3,051,240
3,286,0003,204,000
2007*
396,720
3,369,000
2011*
2,613,120
197,160
2,929,280
598,860
3,326,000
2,770,140
2010*
3,143,003
2,954,423
3,579,000
2014*2012*
3,520,000
1,222,980
3,417,000
2,141,280
2,453,220
803,880
3,465,000
2013*
1,011,780
2,297,020
3,704,000
2017*
1,825,640
1,656,120
2016*
3,640,000
51%
There is steady demand for new teachers: The United States will hire ~1.7 million new teachers between now and 2017
Workforce not replaced
Annual new hires (6.0%)Cumulative new hires since 2010
Source: National Center for Education Statistics
* Projected
Number of positions, all public schools
Internationally benchmarked standards: an exemplary math problem.
Figure 3
A campground has a large lawn with a soccer field that measures 100 × 50 meters (Figure 1). The park manager decides to keep the field open at night.
Therefore, a decision needs to be made about where to place some light posts. Standard lamp posts are 13 meters high and light a circular region with a radius of 50 meters (see Figure 2).
1.The diagram below (Figure 3) shows the lighting of the field when lights are placed at points D and B. What is the area of the soccer field that is NOT lit when these two light posts are used. Show your work.
Dutch examination item by the courtesy of the Freudenthal Institute.
THANK YOU
Brad Jupp, Senior Program AdvisorUnited States Department of Educationo: 202.260.1465c: 720.289.2444brad.jupp@ed.govwww.ed.gov
Effective Teachers & Effective Teachers & Leaders: State & District Leaders: State & District
StrategiesStrategiesGretchen Weber
National Comprehensive Center for Teacher Quality
Education Reform: Building Coherence with ARRA Funds
An Invitational Forum for Federal and State Education Leaders
Phoenix, NMDecember 18, 2009
Copyright © 2009 National Comprehensive Center for Teacher Quality. All rights reserved.
Federally-funded partnership whose mission is to help Regional Comprehensive Centers and states carry out the teacher quality mandates of ESEA
Learning Point AssociatesVanderbilt UniversityETS
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www.tqsource.org
Focus on What MattersFocus on What Matters
•America’s central educational challenge is to dramatically improve student performance.
•Teachers drive student performance; therefore, we need a systemic approach to ensure the most effective teacher in every classroom.
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www.tqsource.org8
Why Measure Teacher Effectiveness?Why Measure Teacher Effectiveness?
• There are many valid reasons, both formative and summative, to measure teacher effectiveness
• But the ultimate goal of all measurement of teacher effectiveness should be…
to improve teaching and learning• An evaluation system should be designed to
improve teaching, not “rate” or “rank” teachers
www.tqsource.org
Measuring Teacher EffectivenessHow we measure teacher effectiveness is
affected by the following:• What is valued• Our technological advances and limitations• The data, evidence, and information we have or
can acquire• The resources (staff, money, time, policy levers)
available to us• The cooperation of the teachers themselves• Our motivation for measuring effectiveness
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www.tqsource.org
Evaluating EffectivenessEvaluating Effectiveness
A Practical Guide to Evaluating Teacher
Effectiveness
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• Provides an overview of the many purposes for evaluating teacher effectiveness.
• Indicates which measures are most suitable to use under different circumstances.
• Includes summaries of various measures and descriptions of the measures, along with a note about the research base and strengths and cautions to consider for each measure.
• Based on the TQ Center research synthesis Approaches to Evaluating Teacher Effectiveness by Goe et al. (2008).
www.tqsource.org
Using ARRA Funds to Improve Using ARRA Funds to Improve Teacher Effectiveness and Equitable Teacher Effectiveness and Equitable Distribution: An Interactive Mapping Distribution: An Interactive Mapping ToolTool
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www.tqsource.org
System Design SuggestionsSystem Design Suggestions• Build a system through a collaborative effort
among the state, districts, teachers, administrators, other education stakeholders
• Continue to evaluate the system and make adjustments based on new evidence
• The goal of all teacher evaluation should be to improve teaching and learning
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www.tqsource.org13
Gretchen WeberP: 630-649-6511 > F: 630-649-6700E-Mail: gretchen.weber@learningpt.org
1100 17th Street NW, Suite 500Washington, DC 20036-4632877-322-8700 > www.tqsource.org
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