Teacher Evaluation

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Teacher Quality Author Linda Darling-Hammond (2014) asserts: Strong teacher quality may heighten the probability of effective teaching, but it does not guarantee it. Initiatives to develop teaching quality and effectiveness must consider not only how to identify, reward, and use teachers’ skills and abilities, but also how to develop context that enable good practice. If teaching is to be effective, the policies that construct the environment and teaching context must be addressed along with the qualities of individual teachers. (p. 5) While teacher quality may not necessarily guarantee effective teaching, it is a fundamental component to its start. Great teaching is not instantaneous; it is something that must take root early in one’s educational program of study. Development of these positive teaching attributes takes place while one begins forming her philosophy of education, and this occurs throughout one’s teaching program where pre-service teacher candidates should be engaging in systematic preparation for the career environments in which they will be entering. This is the type of foundational preparation that may lead to qualified teachers who execute effective teaching practices. Are today’s teacher education programs accomplishing this? Professional Development Schools (PDS) may be a newer method in pre-service teaching programs that will help to better prepare students for a career of quality teaching. The foundational beliefs of this program is to better provide per-service experience through the collaboration of the university, local school districts, faculty members, and pre-service teachers for a year-long student teaching experience (Illinois University Professional Development Schools, 2014). There are f... ... middle of paper ... ...ctober). Lesson study and authentic achievement: A model for teacher collaboration. EDge: The Latest Information for the Education Practitioner, 1(1), 3-15. Stumbo, C., & McWalters, P. (2011, January). Measuring effectiveness: What will it take?. Educational Leadership, 68(4), 10-15. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D. (2009) The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness(2nd ed.). Retrieved from http://widgeteffect.org/ Wiener, R. & Lundy, K. (2014, Spring). Survey says: Using teacher feedback to bolster evaluation. American Educator. Retrieved from http://www.aft.org/newspubs/periodicals/ae/spring2014/wiener.cfm York-Barr, J., Sommers, W.A., Ghere, G.S., Montie, J. (2006) Reflective practice to improve schools: An action guide for educators(2nd ed.). Thousand Oaks, CA: Corwin Press.
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