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    The Value Added Teacher Success Series: Improving Outcomes for African American Males in the Classroom
    The Value Added Teacher Success Series: Improving Outcomes for African American Males in the Classroom
    The Value Added Teacher Success Series: Improving Outcomes for African American Males in the Classroom
    Ebook40 pages27 minutes

    The Value Added Teacher Success Series: Improving Outcomes for African American Males in the Classroom

    By Marlinda Boxley

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    About this ebook

    The Value Added Teacher Success Series was created to prepare both new and veteran educators for earning effective ratings using new teacher evaluation systems that link student performance on standardized tests to teacher performance. These new and enhanced teacher evaluation systems have a category entitled "value added" which is used to demonstrate that effective teachers are those whose students experience growth on standardized tests. The value added model is an attempt to measure what each teacher has "added" to the education of each student. The policy rationale is based upon the premise of holding teachers accountable for student learning. According to a 2013 National Council on Teacher Quality report, 36 states link student achievement to teacher evaluation systems, and 30 states require evidence of student learning as part of their new teacher evaluation systems. Only the following states have yet to link student achievement to teacher evaluation systems: Alabama, California, Idaho, Iowa, Montana, Nebraska, New Hampshire, North Dakota, Texas and Vermont. In the era of accountability and reform, there seems to be little agreement on the details of this "value added" component. Some districts are struggling with the measures to be used to track student progress, and the actual amount of student progress to be achieved during the course of a year. Some states are using English and Math exams in grades 3-8 for teacher evaluation purposes since they are currently being used for No Child Left Behind accountability. States that receive Race to the Top Grants must also agree to incorporate student test scores in their teacher evaluation systems.
    Opponents of the value added model cite a variety of concerns. The major concern is that the assessments used to measure student growth were not designed to make comparisons across teaching in dissimilar schools and student populations. Another concern is that the value added model has shown a lack of reliability in controlling for the following factors: prior achievement, student demographic variables, and classrooms with high rates of subgroup populations. Regardless of your position on this policy debate, an effective teacher will use state, district, and classroom data to plan, track, and monitor student progress will be prepared to demonstrate with evidence their ability to increase student achievement across and within all subgroups in their classroom. Common subgroups are: students who receive special education services, English Language Learners and students who receive Free and Reduced Lunch. In the current era of school accountability and reform, it is imperative that educators are mindful of the employment and compensation decisions that are being made on the basis of teacher evaluation systems. Both new and veteran teachers will need to implement innovative strategies to improve student achievement and performance for all students. The Value Added Teacher Success Series was developed to provide educators with the tools to make an impact upon all learners in their classroom.

    LanguageEnglish
    PublisherMarlinda Boxley
    Release dateDec 17, 2013
    ISBN9781311972019
    The Value Added Teacher Success Series: Improving Outcomes for African American Males in the Classroom
    Author

    Marlinda Boxley

    Marlinda Boxley is the Executive Director of Innovation in Education Reform. She is an educator with twenty years of experience in the field. Her career spans both K-12 and higher education. Her areas of expertise include: faculty development, instructional technology, online learning, STEM career advising, gifted education programming, special education programming, curriculum and instruction, out of school time programming, strategic planning, program evaluation, data-driven decision making, grant writing and report preparation.In the K-12 sector, Ms. Boxley served as a: Teacher, Advocate, Compliance Specialist, Consultant, Special Education Administrator, Special Education Liaison, and Assistant Principal. In the higher education sector, she has a served as a(n): Adjunct Professor, Instructional Designer and Self Study Coordinator. Ms. Boxley has taught undergraduate and graduate courses in the fields of education, business and law. She has taught the following courses: Business Law, Paralegal Studies, Training and Development, Principles of Supervision, Developmental Reading, Special Education Law and Legal and Ethical Issues in Education.From The American University, Ms. Boxley earned a Bachelor of Science Degree in Business Administration and a Juris Doctor Degree. From The George Washington University, she has earned a Master of Arts Degree in Education and Human Development, an Educational Specialist Degree in Educational Administration and an Educational Specialist Degree in Higher Education Administration.Ms. Boxley has contributed to the field of education through various scholarly pursuits. She has presented at local, regional and national conferences and served as peer reviewer for state, local and federal grant programs. She is committed to implementing educational reform in the nation’s public schools and has dedicated her career to ensuring that both youth and adults have access to high quality educational programs. Her pursuit of excellence is an inspiration to both youth and adults. Ms. Boxley resides in Maryland and has a daughter who is a Master of Public Health student at Columbia University.

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      Book preview

      The Value Added Teacher Success Series - Marlinda Boxley

      The Value Added Teacher Success Series: Improving Outcomes for

      African American Males in the Classroom

      By

      Marlinda A. Boxley, J.D., Ed.S.

      Smashwords Edition

      Copyright 2013 Marlinda A. Boxley, J.D., Ed.S.

      License Notes: This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this ebook with another person, please purchase an additional copy for each person you share it with. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then you should return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.

      Ebook formatting by www.ebooklaunch.com

      Table of Contents

      Background

      Social, Economic and Environmental Factors Influencing African American Males

      The Influence of Culture on African American Student Achievement

      Gender Differences in the Learning Environment

      Academic Achievement of African American Males

      Learning Styles and the African American Student

      References

      Background

      The Value Added Teacher Success Series was created to prepare both new and veteran educators for earning effective ratings using new teacher evaluation systems that link student performance on standardized tests to teacher performance. These new and enhanced teacher evaluation systems have a category entitled value added which is used to demonstrate that effective teachers are those whose students experience growth on standardized tests. The value added model is an attempt to measure what each teacher has added to the education of each student. The policy rationale is based upon the premise of holding teachers accountable for student learning. According to a 2013 National Council on Teacher Quality report, 36 states link student achievement to teacher evaluation systems, and 30 states require evidence of student learning as part of their new teacher evaluation systems. Only the following states have yet to link student achievement to teacher evaluation systems: Alabama, California, Idaho, Iowa, Montana, Nebraska, New Hampshire, North Dakota, Texas and Vermont. In the era of accountability and reform, there seems to be little agreement on the details of this value added component. Some districts are struggling with the measures to be used to track student progress, and the actual amount of

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