Identification and Discussion of Key Issues
To create a new paradigm for teacher evaluation requires identification and understanding of the key issues involved in these evaluations. Evaluations meet state mandates, teacher development, identification of ineffective teachers, and promotions. Many states mandate the career teachers are required to be evaluated once per year. This evaluation generally is in the form of a summative evaluation. A summative evaluation is not the recommended evaluation to improve teacher performance. Formative evaluations are the preferred evaluation methods used for increasing teacher performance (Glickman, Gordon, & Ross-Gordon 2009). Formative evaluations can take place over several different observations during the school year. As instructional supervisors, the evaluation of teachers, teaching methods, and classroom management skills are the most important jobs we have. Another key issue to create a new paradigm for teacher evaluations is to get the teachers to agree with the new evaluation process. This can be difficult in some areas where teachers unions use collective bargaining agreements. These bargaining agreements can hamper new evaluation systems by slowing down the adoption of these new methods. Teachers will need to be provided with information about a new evaluation system and be ensured that the new evaluations will have meaning and be tied to the professional development process. Competent evaluators can also be an issue. There is little training given to new administrators in conducting evaluations and observations. Evaluation instrument could also be a key issue because they can often be too subjective or so generic they do not measure the teacher in a significant way. Teaching its...
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...observations, pre and post conferences to outline expected teaching behaviors and collaborative reaching solutions for improvement will increase student achievement. Even excellent teachers have room for growth. The goal of this new paradigm of evaluation is teacher improvement not matter what level they are at. The school is accountable to all its stakeholders and those stakeholders expect quality teaching. This quality is determined by how effective the teacher is in the classroom. The process of evaluation should not just performed to meet state mandates, but to make improvements and working collaboratively with the staff to make our school the best experience and learning environment for our students.
Works Cited
Glickman, C., Gordon, S., & Ross-Gordon, J. (2009). Supervision and instructional leadership: A developmental approach. Boston, MA: Allyn & Bacon.
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