Teacher Evaluation

1
Teacher Evaluation

• ???
• ????Handbook on Teacher Evaluation
• (Chapter 1-3)
• J. H. Stronge P. D. Tucker ?

2
Identifying Evaluation Purposes

• The performance improvement purpose
• Related to personal growth and development
• Formative nature
• The accountability purpose
• Reflects a commitment to the professional goal of
  competence and quality performance
• Summative nature and relates to effectiveness of
  educational goal

3
Linking professional growth and accountability in
teacher evaluation

• Improved teachingSchool improvement
• 3-level improvements
• Improvement in performance of individual teachers
• Improvement of programs and services to students,
  parents, and community
• Improvement of the schools ability to accomplish
  its mission

4
Key components of constructive climates for
teacher evaluation(1)

• Communication in evaluation
• Public communication
• Private communication
• Commitment to evaluation
• Establishing a culture for teacher evaluation
• Organizational commitment
• Establishing teaching excellence
• Allocating time and attention to the
  implementation
• Devoting available resources (funds counsel)

5
Key components of constructive climates for
teacher evaluation(2)

• Collaborative in evaluation
• Maintaining trust is key to developing a sense of
  ownership
• Teacher evaluation is not an event but a
  dynamic, evolving process.
• -McLaughlin

6
Guidelines for developing and implementing
quality teacher evaluation systems

• Relate the overall teacher evaluation system and
  individual performance roles to goals of the
  organization
• Consider the context of teacher evaluation
• Base teacher evaluation on clearly defined job
  duties
• Use multiple sources of evidence to document
  teacher performance
• Design and use a performance assessment rubric to
  make fair judgments in teacher evaluation
• The overall teacher evaluation system should
  facilitate professional growth and improved
  performance

7
Background and context the role of the teacher
changed over time

• Fundamental expectation
• Subject matter expertise
• Ability to plan lessons
• Additional expectation
• Assessment
• Communication and community relations
• Ongoing development

8
Major frameworks

• Interstate new teacher assessment and support
  consortium (INTASC) standards
• National board for professional teaching standards

9
Models of teacher evaluation

• Teacher trait model
• Process-oriented model
• Duties-based evaluation
• Accountability
• Goals-based evaluation
• Professional growth model
• hybrid

10
Standards for quality personnel evaluation

• Propriety
• Utility
• Feasibility
• accuracy

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The hybrid model-Goals and Roles Evaluation Model

• Assumption
• The improvement efforts of individuals must be
  embedded in larger organizational change efforts
• Encourage the improvement of professional
  educators as a means of improving the school
  system as a whole

12
The hybrid model-Goals and Roles Evaluation Model

• Purpose
• To contribute to the successful achievement of
  the goals and objectives of the whole school
  system
• To improve the quality of instruction by assuring
  accountability for classroom performance
• To provide a basis for instructional improvement
  through productive teacher appraisal and
  professional growth
• To create a collaborative process for evaluation
  between teacher and administrator

13
The hybrid model-Goals and Roles Evaluation Model

• Key features
• Use of straightforward, understandable language
• Adaptability
• Systematic approach to evaluation
• Emphasis on communication through the evaluation
  process
• Legally and technically sound evaluation system
• Use of multiple data sources

14
The hybrid model-Goals and Roles Evaluation Model

• Step in the Goals and Roles Evaluation Model
• Development phase
• Identify system needs
• Develop job performance standards
• Set performance criteria
• Implementation phase
• Document performance
• Evaluate performance
• Improve and maitain performance professional
  service