TEACHER
EVALUATION
Purpose of Teacher Evaluation
The primary goal of
teacher evaluation is to help teachers become more effective, ultimately to
improve student learning. A 2010 report from NEA’s Professional Standards and
Practice Committee summarizes the primary purpose for evaluating teachers:
“The core purpose of teacher assessment and evaluation
should be to improve the knowledge, skills, dispositions, and classroom
practices of professional educators.”
Current Teacher Evaluation
systems
Teacher evaluation systems have been reviewed and revised
across the nation in order to improve student learning and to strengthen
teachers’ commitment to the profession.
In Ohio, each school
district must select either the original or an alternative framework, in which
teachers will be evaluated based on two basic areas: educator performance and
student growth measures.
Ohio Teacher Evaluation System
(OTES)
In the winter of
2009-10, New Haven Public Schools (NHPS) worked closely with the local
teachers’ union to design a new evaluation system centered on evidence of
student learning. Under the new system, all teachers receive ratings in two
overarching categories: “student learning growth,” which reflects student progress
on standardized and teacher-generated assessments, and “instructional practice/
professional values,” which reflects regular observations by administrators on
factors such as lesson planning and preparation, classroom practice, use of
data, professionalism, and high expectations for students. (Teacher Evaluation
2010)
Proposed Elements for Teacher
Evaluation
As a new teacher in
the field, I believe that evaluation is critical for continuous improvements to
the profession. I believe that a fair evaluation system should be multifaceted,
multiple measured, and teacher-driven; its data should be regarded in teacher
tenure, compensation, development, hiring, promotion and dismissal. I also
believe an effective evaluation can motivate effective teachers.
Thus the following elements
may be included in an effective and comprehensive teacher evaluation system:
- Educator Performance: Teachers should be evaluated against clear, rigorous performance
expectations based primarily on evidence of student. Expectations should reflect
excellence in the classroom, student engagement, as well as academic progress.
- Classroom observations and Frequent
Feedback: instructional coaches, principals, and peer teachers should
conduct frequent classroom observations. They should also have regular conversations with their
teachers to discuss overall classroom performance and student progress;
professional goals and developmental needs; and the support school leaders will
provide to meet those needs. Observations are tied to a clear, detailed and
rigorous rubric that focuses on evidence of student learning.
- Teacher artifacts and Teacher’s
Goal-Driven Professional Development Plans: PD plan, lesson
plans, curriculum plans, student data records, student work, student formative
and summative course evaluation data, minutes from course team-planning
meetings, curriculum maps, and teacher reflection notes
- Teacher self-assessments: it promotes an objective self-reflection of strengths and areas
for growth. The reflection should be based on analysis of evidence about
effective instructional practices and the impact of those practices on student
learning. More importantly, teachers’ input in determining performance and
learning outcomes should be part of the evaluation process.
- Peer review Evaluation: is an ongoing process in which the teacher and peer reviewer
examine data, performance and student learning. The Peer Review
Evaluation tool can be used to promote a collaborative relationship between a
teacher and his/her peer reviewer.
- Student growth data on
standardized tests: for tested subject, teachers’
value-added scores can be used to guide efforts to enhance teaching
effectiveness if the scores are supplemented with other measures of teaching
effectiveness.
- Student Perception surveys of
engagement and motivation: “The advent of student feedback
in teacher evaluations is among the most significant developments for education
reform in the last decade.” (Timothy Daly, the organization’s president and a
former teacher)
- Teacher contributions to a school or district, such as serving on committees,
developing curriculum, mentoring, or engaging community support
As AFT president
Randi Weingarten said, teaching is a profession built on the hard work,
reflection, care, persistence and intellect of great teachers. We must do
everything we can to ensure we protect the profession and provide our students
with an education that will truly prepare them for the future.
RESOURCES
Teacher Evaluation: A resource Guide for
National Education Association Leaders and Staffs. nea.org
Teacher Evaluation 2010. The New Teacher Project
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