Teacher evaluations have significantly changed and improved over the past decade. The new evaluation systems are based on student success and professional growth. Effective teachers have many of the same traits in common and should be assessed for success for these qualities. Highly qualified and accomplished teachers share educational equity practices, they are culturally sensitive, they hold their students to high expectations while accommodating for individual needs through the appropriate use of technology, and maintain a collaborative classroom atmosphere where students are given a shared responsibility for their own success (Danielson, 2012). The new evaluations help teachers improve in these areas and to refine their craft. In addition, these teachers recognize, “that the work of ensuring meaningful learning opportunities for all student cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession” (CDE, 2016-17). These teachers deserve an evaluation system that matches their level of dedication and professionalism. An effective teacher evaluation system must be based on set and transparent teaching standards, include student learning in marriage to teaching practice, be conducted by trained evaluators, paired with feedback and professional growth opportunities, value and promote teacher collaboration, include teacher input, and be regulated by panels of teachers …show more content…
A structured evaluation system provides for consistency for the evaluator and clear expectations for the teacher. A defined system has the advantage of growing teachers when it is implemented correctly. In order to be used with fidelity and growth in mind, evaluations need to follow a cycle that
In 2010, Charlotte Danielson wrote an article, “Evaluations That Help Teachers”, for the magazine The Effective Educator. The purpose of this article was to explain how a teacher evaluation system, such as her own Framework for Teaching, should and can actually foster teacher learning rather than just measure teacher competence, which is what most other teacher evaluation systems do. This topic is especially critical to decision-making school leaders. Many of the popular teacher evaluation systems fail to help schools link teacher performance with meaningful opportunities for the teachers to reflect on and learn from in order to grow professionally. With the increased attention on the need for more rigorous student standards, this then is an enormous opportunity missed. Students can only achieve such rigorous expectations if their teachers can effectively teach them, and research has shown that teachers who are evaluated by systems that hold them to accountability and provide them for continuous support and growth will actually teach more effectively.
Charlotte Danielson, an internationally recognized expert in the area of teacher effectiveness, created The Framework for Teaching, which is comprised of four domains of teaching responsibility (Danielson, 1996). Danielson specializes in the design of teacher evaluation to ensure teacher quality and to promote professional learning. Danielson’s framework is based on large amounts of research, including the Measures of Effective Teaching (MET) project, supported by the Gates Foundation (Bill and Melinda Gates Foundation, 2013). Danielson’s framework also aligns with the Interstate Teacher Assessment and Support Consortium (InTASC), which outlines what a beginner teacher should possess in skills. In addition, it is the underlying set of ideas
Moreover, I learned the act of administering an assessment of this nature in a one-on-one setting. As a future teacher, I will need to assess my students informally, formally, and quite frequently. This particular assessment was great practice. Something to consider is completing running records in a
It is customary for people to do their research and read reviews when purchasing a car or pair of new shoes. A persons thoughts on things is a contributing factor in today’s world which can save you money and time in the long run. This is the same with teacher evaluations, although these are all opinions of one’s teaching, there are still students out there that sincerely write evaluations explaining the impact a teacher has made on their overall success in education. Entering the world of college can be a scary thing and reading about others accomplishments can boost a person’s confidence onto taking the next big step in their life. Not only are evaluations a good tool for students this also benefits the teachers. The demand for strong supportive evaluations is necessary for teachers. Teachers need to know what their strengths and areas of improvement are to be able to improve for the next
Teachers of the highest caliber exist, and can be developed with a focus on efforts to develop and acquire actual teaching performance. A knowledge base must be established and continuously updated to aid in the development in the quality of the educator. Effective teaching exists, but it appears that there is a need for definition, and measurement related to student achievement.
Effective teachers are inadequately rewarded in the United States. School districts, such as those in California, are just starting to implement merit pay. According to a study conducted by the National Center of Performance Incentives (NCPI), only about 500 school districts out of the 14,000 districts in the US implement merit pay for teachers. These numbers do not include private schools. Unfortunately, teachers, parents, and students hurt because many schools, private and public, base teacher pay on seniority and degrees rather than achievement and performance. Under such a system, novice teachers, are laid off during budget shortages. Moreover, with the current “single salary schedule” system, teachers are inadequately paid, especially when compared to other professions. Because the single salary schedule creates many issues, a solution needs to be proposed. Merit pay, a system based on performance, solves such issues. With this system, teacher performance outweighs teacher seniority. As a result, quality teachers will be rewarded adequately in terms of money and recognition. Outstanding teachers will no longer face unreasonable layoffs and will finally be paid more than their ineffective peers.
The tools and techniques used are comprehensive, which helps assess a learner’s development in the area of learning, like the ability to understand, analyze, and apply knowledge acquired through creative process that are evaluated. The evaluation section was divided into two broad categories: Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations were divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers, match the following, fill in the blanks and understanding diagrams in science and Formative assessment were to evaluate the students everyday learning situations during teaching to help identify gaps which help provide feedback to teachers to be able take remedial action through the use of various tools like observation, document analysis,peer reviews,self-assessment,tests and implementation of various techniques like projects,assignments posters,charts,collages,group discussions and seminars.
One solution offered by Alfie Kohn, a well-renowned speaker on human behavior, education, and parenting, suggests that teachers would give parents written evaluations of how their child is performing and having frequent conferences available to talk about their child’s performance. Kohn believes that the most effective teachers do not rely solely on standardized tests. Great teachers are able to observe their students and are able to see without the use of exams how well their students understand the concepts being taught. In 1999, Phi Delta Kappa and Gallup poll surveyed the community. Individuals were asked to choose which of four approaches they felt would be the most precise evaluation of a student’s educational development. Using exam scores from standardized testing received the lowest percentage of 27%. Evaluating work that the students have done over a period of time received the highest number of votes at 33%, while the remainder of the votes were divided between letter grades and written evaluations from teachers after observing each student (Pollard, J, 1999).
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
As a student you are evaluated everyday, but have you ever desired to be the one doing the grading? This is a thought provoking idea. Teachers grade students on almost everything these days; including participation and behavior. So wouldn’t it be nice to return the favor? Although it may sound like a great idea, it could also be a very bad one. If students were able to grade their teachers it could provide proper and thorough evaluation; help teachers to improve on what they may be lacking, and help parents understand what is going on in the classroom; but at the same time it could prove to be harmful to the student and a good teacher’s career if not implemented correctly. This is why it’s important to recognize the possible positive impacts, the negative impacts, and the current programs that are in place, and their impacts.
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
A structured education system provides a strong foundation for all involved. For the teachers, it sets the ground rules, expectations, and procedures among other things. Once these are known the teacher can form the direction that he or she would like to take and still meet all requirements. As a part of the checks and balances the principal and school board have a means by which to measure performance of both student and teacher. One thing to bear in mind is that all structures can and should be “remodeled” to adapt to change.
Students entering college for the first time look forward to the numerous tests that they are required to take least of all. Test taking and college are in tandem for many, but some debate that using testing as a grading system should be discontinued in universities. In theory it sounds like a great idea. It would cut back on stress and, more than likely, class time as well. However, stopping testing as a form of grading in universities would be soon regretted. Grading systems are an essential part of any education. Tests insure that that the student is learning what the teaching is teaching and identify areas that may need improving. The results from grading systems also show future employers or schools a glimpse of the kind of worker that a student will be. The numerous lists of positive effects on not only the students but the teachers, and even the university as a whole, outweigh the cons of using testing as a grading system.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.
Our nation’s education system strives through the hard work and dedication of its educators. Often great teachers, principles and supporting staff are drawn to the profession because they possess the desire to empower, inspire, nurture and watch young people grow - not only academically, but also emotionally. These people are there because they want to make an impact upon our society and the lives of whom the reach. Highly effective teachers are those who have taken learning to new heights by accelerating student learning, closing achievement gaps that persisted for decades, and promoting a mindset of change. Moreover, the presence of highly effective teachers in classrooms today continues to manifest as a result of the support from strong school leaders (U.S. Department of Education, 2013).