some of them are regular public schools. some of them are private schools. but the schools that are better have high expectations for their kids. they have accountability and flexibility for their teachers. and they are allowed to manage their personnel in a way that makes them be effective, because the people in the building are the most important factors to making a school successful. and the schools that are successful are able to manage the people in their build effectively. larry: michelle, how do we judge a teacher? well, you know, there s a question right now about this. and lots of people say, well, it s impossible to measure teacher effectiveness, but we disagree. so we have completely revamped teacher evaluation in the district of columbia. and what we ve said is that 50% of the teacher s evaluation is based on their student academic
schools. some of them are regular public schools. some of them are private schools. but the schools that are better have high expectations for their kids. they have accountability and flexibility for their teachers. and they are allowed to manage their personnel in a way that makes them be effective, because the people in the building are the most important factors to making a school successful. and the schools that are successful are able to manage the people in their build effectively. larry: michelle, how do we judge a teacher? well, you know, there s a question right now about this. and lots of people say, well, it s impossible to measure teacher effectiveness, but we disagree. so we have completely revamped teacher evaluation in the district of columbia. and what we ve said is that 50% of the teacher s evaluation is based on their student academic growth. so kids start out at point a. how far do they grow compared to where we expected them to be. larry: well, if the teache
year. 300,000 jobs are being funded, and still even with that, tony, there s still this crisis in so many places. there s also something interesting i want to point out. there is a dispute we ve record on cnn.com. some states have been criticized for not using the money right basically. the rule is they have to use it to increase teacher effectiveness, implement statewide data systems and support struggling schools. that s the requirement for all those billions of dollars that they re getting, tony. one thing we re going to keep an eye on is ultimately how they re using it. is there a way to do that? yeah, what we ve been doing at the desk is calling all over the country and find out from these individual schools how they re using it and not using it and we re going to keep going. thank you, josh. as always, we want to hear from you. what do you think of the budget cuts, the tuition hikes, the protests today across the country. what s your solution? send us a comment or more. you
schools will have to take drastic action following one of the four models. the school could work to improve in one of four specific areas. teacher effectiveness, instruction, learning and teaching planning time. also, the district could temporarily shut down a low-performing school, then reopen it under charter school management. or they could permanently close a failing school and send the students elsewhere in the district. finally, the school district could flat out fire the teacher, the principals, and at least half the staff of the struggling school and overhaul its program of instruction. to tell us more about this and does it have legs and is it going to turn things around, let me bring in dennis, the president of the country s largest labor union, the national education association, who is a teacher in arizona. appreciate your time tonight. does the nea embrace what the