Meaningful feedback can help them continually improve their practice, a goal to which all evaluation systems should aspire. Support evaluators to be coaches. Evaluators may not have the skills needed to provide coaching, so professional learning opportunities that emphasize effective coaching and support will be needed. Fortunately, there are many approaches that can work here: Video observation exercises, classroom walk-throughs, and deliberate practice with effective coaching conversations can be implemented with some frequency.
Likewise, instructional coaches should be included as part of the evaluation process. After all, they are likely collecting the most data on the instructional practice of the educators they support. Involve more people. Evaluation systems will never work if we continue to rely on a single school administrator or small administrative team to evaluate all teachers.
In addition to instructional coaches, as mentioned above, peers can offer valuable insights to help teachers improve their practice. Teachers have shown more growth, and are generally happier with evaluation processes, when they are involved in both giving and receiving feedback.
As yet…no one knows the exact formula for success in teaching. The complexity of personality and the many-sidedness of teaching have continually baffled useful analysis. This fact is difficult to refute, even given other influences on public schools such as poverty, class size, family struggles, mental health, violence, and lack of funding.
Gaining a foothold on the foundations of teacher evaluation — WHY we evaluate teachers, WHAT constitutes teacher quality and quality teaching, and HOW we can effectively implement good teacher evaluation systems — can help us improve this critically important aspect of education and ensure our classrooms are staffed with the best.
First, teacher quality is positively linked with student learning. This is the primary reason to develop, implement, and continue our efforts to improve teacher evaluation systems. Early 19th century teachers were considered effective if they taught the curriculum chosen by community leaders, if they sustained proper discipline with children, and if they maintained the physical premises of the school and classroom. Today when we speak of teacher quality, we consider factors such as:.
A secondary reason for sound teacher evaluation systems is accountability. The expectation is that the evaluation process itself will enhance teacher practice and improve effectiveness, and this in turn will lead to improved student learning and achievement. In some cases, teacher evaluation systems have led to improvements in the teacher workforce. Prominent educational researcher John Hattie is best known for his meta-analyses of dozens of influences on student learning. Full Ranking.
Collective teacher efficacy has an effect size of 1. These three teacher-related influences rank higher than more than other influences studied, including factors educators have typically blamed for poor student performance:. However, when we address educational equity, our focus is typically on student demographics — race and ethnicity, socio-economic status, disability status, and whether students are English Language Learners. We offer teachers professional development to increase their understanding of equity through the lens of how structural and institutional racism and other forms of discrimination impact students.
Rarely, however, do we make an explicit connection between issues of equity and teacher quality. In , Students Matter, a non-profit organization that uses litigation to fight for access to quality public education, filed one of several lawsuits on behalf of students in California addressing the issue of teacher quality from the perspective of equity and access.
Students Matter initially prevailed in Superior Court, but the case was eventually overturned by the California Court of Appeal. Still, evidence presented in the case along with its initial success are an important part of the history and are vital to understanding and defining quality teaching and fairly evaluating teachers.
The Students Matter case was hardly the first to consider teacher quality as it pertains to educational equity. In , James S. Coleman issued a groundbreaking report on educational opportunities for minority students and in it identified that in comparison to factors such as school facilities and curriculum, the quality of teachers shows a stronger relationship to pupil achievement. Again, teacher quality seems more important to minority achievement than to that of the majority.
If we want equitable schools for all students, we must ensure there is quality teaching taking place in every classroom. To define teacher evaluation, we first have to understand evaluation.
At its core, any kind of evaluation — whether we are evaluating a person, a program, a process, a product, or even a policy — is ultimately a judgement, appraisal, or assessment. Evaluation is typically based on one or more key questions the evaluator needs to pursue, and the collection and analysis of relevant data to help answer those questions.
Results derived from the data then are used to inform decisions. We engage in random acts of evaluation every day. We evaluate weather conditions to inform clothing choices, we gather data on products to inform purchase decisions, and we assess hunger levels and take stock of refrigerator contents to inform meal planning.
More formal evaluation efforts, such as program or product evaluation, include systematic data collection and analysis through tools such as surveys, interviews, and observations that help determine the quality, value, and importance of the program or product. Underpinning evaluation are the broad questions that drive data collection.
We have to operationalize , or clearly define and describe them. We say we want high quality teachers in our classrooms, but what are we looking for when observe them? Researchers have labored for more than a century over definitions, descriptions, frameworks, and rubrics many of these current tools are abundant in the marketplace to differentiate poor from mediocre from exemplary teaching — the main purpose of a good evaluation system.
Current evaluation systems in school districts generally rely on one or more of these products, chosen at times through a collaborative effort between both teachers and administrators. While the tools used by a particular school or district tend to vary in specific wording and scope, many include a common collection of effective teaching characteristics.
A review of international literature on effective teaching resulted in the following list. There are three main purposes of teacher evaluation: Improve the performance of teachers by evaluating them at regular intervals of time. Assignment of precise ranks to all the teachers according to their respective abilities and contribution. Unproductive teachers can be asked to quit and efficient teachers must be hired to maintain a quality of education. Collection of feedback to make well-informed decisions about appraisals and promotions.
Creating a job description for prospective teachers. The principal or management is in charge of empowering the teachers to perform better in the same manner as the teachers are responsible to empower the students.
Learn more: Teacher Engagement Survey Template Teacher Evaluation Models Teacher evaluation models offer a systematic platform for educational institutes to evaluate teachers using fair means. Marzano Art and Science of Teaching Framework This model has been launched in and has 60 different elements, out of which 41 belong to the same domain, i.
Teacher Evaluation Examples Teachers can be evaluated using online quantitative and qualitative mediums such as surveys , polls , focus groups , etc. Some of the best examples of teacher evaluation are: Various component of proper planning can be evaluated.
For examples, use of assessment information for proper planning — All the teachers will be evaluated on the effectiveness of the use of the assessment of information. Compliance of the teachers can be audited. Related Posts. How incorporating technology can engage the classroom.
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