The evaluation process for teachers is one that should foster growth for the teacher which ultimately leads to growth by the students. Principals and other evaluators have the ability to help grow a teacher’s teaching ability through classroom concepts, behavior suggestions, classroom management, and personal interactions with students. Principals may not have the super wide content knowledge base to advise teachers specifically in content areas but their expertise with the education system itself should help teachers grow professionally. The key is to make the evaluation process a meaningful activity that contributes to student learning.
In 2014, we had a presentation about the Holy Family evaluation plan and the system brought in a guest speaker, Mary Weck. We received a lot of hand outs and a forty-page document that discusses the whole process. The stated goals of the evaluation process are to clarify expectations, provide feedback, and drive professional development. There is a great framework for effective teaching that has Domains of planning and preparation, classroom environment, instruction, professional responsibilities, and a Catholic dimension. The evaluation process then is broken down into three components that are weighted. Teacher practice is worth fifty percent and includes classroom evaluation and the framework. Student perception is worth twenty percent and involves a survey given at the end of the year. The final piece is student growth and achievement and is worth thirty percent and includes MAP and Iowa Assessment data. The presentation and packet includes lesson plan templates, observation forms, summary sheets, rubrics, and survey percentile ranks. The overall big pictur...
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... to them and what testing is not. For me, I see students who know that tests like the ACT and SAT where they gain something for their achievement, entrance into college or like Advanced Placement (AP) testing where they gain the possibility of college credit. These have an intrinsic factor for students because they see the intangible results of the test. Iowa Assessments and MAPs are just scores for them, like jumping through a yearly hoop to please school officials. I look at this May for our students where we had MAPs testing for reading and math sandwiched between multiple AP tests and then was followed by our schools formative writing assessment. The question students have is which of these tests is most important to them. This is leading to parents and students opting out of tests. The same tests that some schools are using to base teacher evaluations on.
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