Does the New Teacher Evaluation Process More Closely Resemble an Ideal Process as Perceived by Middle Tennessee Teachers PDF Download

Author: Deborah M. Wiles
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 314

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 688

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816

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Author: Ellen Behrstock-Sherratt
Publisher: John Wiley & Sons
ISBN: 1118540158
Category : Education
Languages : en
Pages : 224

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A proven method for working with teachers to design better evaluations There is no magic formula for successfully designing a teacher evaluation system. However there is abundant evidence that suggests involving teachers in the process will reduce the likelihood of opposition, gridlock, and reform failure. Everyone at the Table provides materials to genuinely engage teachers in the evaluation process. The book is a research-based and field-tested practical guide for school leaders. With this resource, educators will have the tools they need to develop meaningful teacher evaluations. Offers a collaborative approach to designing teacher evaluations Includes a companion web-based resource, with video This research-based program outlines a solid plan for improving teacher effectiveness through evaluation reform.

Author: Barbara S. Mason
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 250

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Author: Tennessee. Department of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 45

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In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training). Evaluators were required to pass an inter-rater reliability exam, in which they viewed video recordings of teachers delivering lessons and rated them to ensure they understood the distinction between differing levels of performance. Implementation of the evaluation system began at the start of the 2011-12 school year. The department made a concentrated effort to solicit and encourage feedback, meeting with teachers and administrators across the state. Educators voiced both strengths and concerns about various facets of the teacher evaluation process and implementation. Legislators also received feedback from their constituents and shared information with department officials. The department and others heard positive comments from administrators about improvements in the quality of instruction in classrooms and also heard concerns about particular facets of the system. As implementation continued through the first semester of the school year, it became clear that satisfaction with the evaluation system varied considerably from district to district, driven largely by district- and school-level leadership. While administrators continued to tout the system's impact on instruction, the public discussion about teacher evaluation began to detract from the real purpose of the evaluation system: improving student achievement. In response, Governor Haslam, supported by legislative leadership, tasked the State Collaborative on Reforming Education (SCORE) with conducting an independent review of the system through a statewide listening and feedback process and producing a report to the State Board of Education and department outlining a range of policy considerations. In addition, the Governor announced his support of House Joint Resolution (HJR) 520, which ultimately was adopted by the General Assembly. This resolution directed the department to follow through on its commitment to seek feedback, conduct an internal review of the evaluation system, and provide a report with recommendations to the House and Senate Education Committees by July 15, 2012. Through its feedback gathering process, common themes have emerged: (1) Administrators and teachers--including both supporters and opponents of the evaluation model--believe the TEAM rubric effectively represents high-quality instruction and facilitates rich conversations about instruction; (2) Administrators consistently noted that having school-wide value-added scores has led to increased collaboration among teachers and a higher emphasis on academic standards in all subjects; (3) Administrators and teachers both feel too many teachers have treated the rubric like a checklist rather than viewing it as a holistic representation of an effective lesson, and both groups feel additional training is needed on this point; (4) Teachers in subjects and grades that do not yield an individual value-added score do not believe it is fair to have 35 percent of their evaluation determined by school-wide scores; (5) Implementation of the 15 percent measure has not led to selection of appropriate measures, with choices too often dictated by teacher and principal perceptions of which measure would generate the highest score rather than an accurate reflection of achievement; (6) Administrators consistently noted the large amount of time needed to complete the evaluation process. In particular, administrators want to spend less time observing their highest performing teachers and more time observing lower performing teachers. Additionally, they feel the mechanics of the process (e.g., data entry) need to be more streamlined and efficient; (7) Both administrators and teachers consistently felt better about the system as the year progressed, in part due to familiarity with the expectations and because of changes that allowed for fewer classroom visits during the second semester; and (8) Local capacity to offer high-quality feedback and to facilitate targeted professional development based on evaluation results varies considerably across districts. (Contains 5 footnotes.).

Author: Shelly M. Arneson
Publisher: Corwin Press
ISBN: 1483320553
Category : Education
Languages : en
Pages : 95

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Book Description
Your breakthrough approach to top-notch teacher evaluations! This hands-on professional development guide explores the critical ingredients of communication and trust for success in the new age of teacher evaluation systems. Recognized expert Shelly Arneson provides concrete, proactive strategies to help school leaders: Create and sustain a supportive, honest, and collaborative school culture Foster effective communication and build teacher-principal trust Conduct evidence-based observations and evaluations Hold effective follow-up conversations that nurture teacher growth Promote teacher self-assessment and reflection Includes absorbing real world vignettes, reflection questions, and ample modeling examples for quick success. Before heading into an observation or post-observation conference you’ll find quick nuggets of wisdom you can reference again and again. Use this informative guide to transform the teacher evaluation process today! " An absolute essential for any bookshelf of the novice or seasoned administrator. . . . Really hits home on how trust is essential for effective evaluations. . . . The book covers all angles of why trust and evaluations go hand in hand." —Jason Eitner, Superintendent The Lower Alloways Creek School District, Canton Salem, NJ "In order for student growth to make a positive impact you, as the instructional leader, need to make a positive impact with your teachers; this starts with trust and building a better teacher via evaluations. This book will lead you in that direction!" —Elizabeth Alvarez, Principal John C. Dore Elementary School, Chicago, IL

Author: Thomas Kane
Publisher: John Wiley & Sons
ISBN: 1118837185
Category : Education
Languages : en
Pages : 604

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Book Description
WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University

Author: Pamela D. Tucker
Publisher: ASCD
ISBN: 1416600329
Category : Education
Languages : en
Pages : 185

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Tucker and Stronge explore a variety of ways to include measures of student achievement in teacher evaluations, so that teachers can better focus efforts to improve their practice.

Author: Charlotte Danielson
Publisher: ASCD
ISBN: 1416615822
Category : Education
Languages : en
Pages : 166

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Book Description
Teacher evaluation--a term that brings fear, anticipation, stress, anxiety, or even boredom to the hearts of teachers and administrators everywhere. How can we reinvent teacher evaluation so that it really makes a difference--so that everyone in school benefits from it, so that teachers and administrators learn from it, so that students succeed as a result of it? The bad news is that many schools and districts seem to be stuck in old ruts, involving The Observation, The Behavior Checklist, and The Conference. The good news is that many districts have paved the way for teacher evaluation to actually become professional development, by using a three-track evaluation system: * Track I, for beginning teachers, promotes growth and new learning through mentoring, frequent observations, and support systems. * Track II, for tenured teachers--that is, most teachers in the system--promotes professional learning experiences through self-assessment, goal setting, data collection, formative evaluations, study groups, action plans, and evaluation in which teachers play an active role. * Track III, for tenured teachers needing assistance, focuses on remediating difficulties and recommending further action. More good news: Through concrete examples, useful forms, and assessment tools, this book provides a clear roadmap to effective teacher evaluation systems that combine quality assurance with professional development for all teachers. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.