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Transcript of Teacher Evaluations
any single catalog of teacher performances or competencies. None could encompass all of what the open-ended nature of teaching should have. Teachers are effective using different sets of small numbers of behaviors. Teachers work in varied contexts which call for different competency sets. Comprehensive frameworks, descriptions, systems analysis,
and lists of duties help build understanding of good teaching,
but they don't cause good evaluation. uninterrupted time with students time to plan and implement what is already known sufficient discretionary time to be full human beings Teachers are evaluated in... Various types of evaluation... How often are teachers evaluated? Unfavorable evaluations... What can/should the school do? Master teacher qualities... Sources... Engagement Checking for Understanding Routine "I do, we do, you do" Community & Acceptance Family Involvement Group/Individual Participation Perseverance Life-Satisfaction Past performance Accomplishing lesson objectives quickly Being Prepared CONSTANT LEARNING 3. Excellent teaching is accomplished by strong performance of many components of teaching. A good teacher performs three or four components extremely well adequately performs some others (honestly) poorly or spottily performs many other things that a teacher is "supposed" to do YOU want to be able to be better than that! If you know you can do it, MAKE IT HAPPEN. Set the bar high for yourself. 5. A uniform system of teacher evaluation is essential: all teachers should be evaluated the same way. Not all teachers are the same or teach the same thing. ...Right. They work in quite different settings, with different kinds of demands and criteria for quality. Can't get all the information wanted for each instance of teacher evaluation. Fairness demands that all teachers have an equal opportunity to document their quality in the ways most appropriate to them. 4. The principal is the only and best evaluator. Others can provide information or opinion, and should be involved! Peer teachers, clients, and comparative norms all play a role. Judges! You're not just evaluated once; it's everyday that you walk in the door that you should be aware! School Principle Co-workers/Staff Students Parents WARNING! Word through the school travels fast. Stay aware of yourself and your tongue, like it's said in James 3. ...It honestly depends. Professionally, yearly or bi-yearly, there will be an evaluation performed. ...It's just the standard. Not nearly as bad as it seems. Teacher lacks respect for... Students Safety Responsibility Student-learning Disabilities Co-workers Faculty/Staff Self School Teacher lacks in qualifications Students are obviously not... learning improving for the next level encouraged respected focused ready prepared participating Not prepared Not ready Not on time Teacher doesn't know criteria being taught Not present at meetings Don't worry-- we're here to help! Steps taken by schools BEFORE termination process... 1. A written list of carefully defined behavioral deficiencies, avoiding generalizations [like "ineffective" and "imaginative"] 2. Specific tasks that the person must accomplish to avoid termination This may mean going into a training or counseling program Don't panic! Pray. 3. Timeline for their completion 4. Ways that administration will help him or her to accomplish requirements The following are necessary for due process... 1. Notification of charges 2. Opportunity for a hearing 3. Adequate time for preparation 4. Access to evidence and names of witnesses 5. Hearing before an impartial tribunal 6. Representation by legal council 7. Opportunity to present evidence and witnesses 8. Opportunity to cross-examine witnesses 9. Opportunity to appeal an adverse decision Find a mentor! someone to help out with the classroom! an experienced teacher and ask for advice! Consider how much you truly love your job as a teacher--
...maybe this isn't your profession? Extra training, extra help! Don't be afraid to get more of these! ...This should be review. Perseverance Checking for Understanding Routine Life-Satisfaction Community & Acceptance Being Prepared Family Involvement Engagement Past performance "I do, we do, you do" Group/Individual Participation CONSTANT LEARNING Accomplishing lesson objectives quickly Good classroom manager Design Lessons to reach mastery Have POSITIVE expecations that students can reach If you can get past Fantasy and Survival, you can reach Mastery... which can lead to an impacting teacher-- AND YOU CAN DO IT. Peterson, Kenneth D. Teacher Evaluation: New Directions & Practices. Portland State
University, n.d. Web. 12 Apr. 2010. Rice, Robert, and Marvin Opiyo. "What to do with a failing teacher or principle."
Adventist Education (1999). Project Muse. Web. 11 Apr. 2010. Ripley, Amanda. "What Makes a Great Teacher?" The Atlantic Feb. 2010: 1-11.
Web. 12 Apr. 2010. Sawa, Rick. "Teacher Evaluation Policies and Practices ." Summary of a Thesis.
N.p., 1995. Web. 12 Apr. 2010. Varlas, Laura. "Making Teacher Evaluations Meaningful." Education Update
51.11 (2009): 5-7. Web. 26 Mar. 2010. Wong, Harry K., and Rosemary T. Wong. The First Days of School. Mountain
View, CA: Harry K. Wong Publications Inc., 2009. Print. Preconference Formal Observation Post-Observation Conference Held before the observation Generally the observer will collect lesson plans, activity worksheets, etc. Artifacts will be measured based on appropriateness and effectiveness for students Teacher will discuss with the evaluator what will be achieved by the lesson student behavior will be when they comprehended the objective teacher will use to deliver the students' objectives Signed and dated by evaluator Teacher will have a copy of evaluation and sign the original copy Formal observation form is filled out by the evaluator during observation Will be held to discuss after observation Summative evaluation will be given to the teacher Observation narrative will be given to the teacher