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Teacher Evaluation

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Kellie Elbert

on 16 February 2015

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Transcript of Teacher Evaluation

• Status measures mark the percentage of children reaching proficiency but don't take into account progress.
Example: ISAT Students take test once in the Spring at it gives a snapshot of that school.
Status Measures
Teacher Evaluation
Myth or Fact?
"Better teacher evaluation is just a better rating instrument or framework of teacher behaviors" (Peterson).
Charlotte Danielson created a "framework" to serve as a tool for teacher evaluation.
"Teacher quality cannot be objectively measured and known by using a sufficiently accurate checklist and rating scheme" (Peterson).
"Principals are the only and best evaluators" (Peterson).
Addressing the Issues
Adopt a comprehensive evaluation system
Train administrators on evaluating teacher performance and hold them accountable
Integrate performance evlaution with critical policies and functions
Adopt dismissal with low-stakes policies for ineffective teachers
Build strong data-analysis and reporting tools
TCH 395
Alyssa Beck
Zoe Koehl
Trinity Bankhead
Kellie Elbert
Student Performance and Evaluations
Pros and Cons
Real Example:
Merit Pay
1. Orientation
By the 15th day
of the school term
Introduction to "evaluation procedures, standards expected, and evaluation instruments to be used" (p. 1)
Find out who will do the observations
2. Planning
By the 20th day
of the school term
"Determine the week(s) formal observation(s) will occur" (p. 1)
3. Formal Observation
Notification of date/time of observation & scheduling of pre/post conferences "
at least 5 school days

in advance of the scheduled week" (p. 2)
Pre-Observation Conference
Teacher submits "evidence of instructional planning for the lesson to be observed...
at least 1 school day
in advance of the pre-observation conference" (p. 3)
Observation (At least 40 min.)
Post-Observation Conference
Within 5 school days
of observation
Discuss "teacher's strengths, weaknesses, and suggestions for improvement" (p. 3)
Informal Observations
Do not have to be announced in advance
Minimum of 15 continuous minutes (Cumulative total of 40 minutes)
Post-conference meting within 5 school days "should either the bargaining unit member (teacher) or evaluator request it in writing" (p. 3)
Evaluation Cycle:
Non-tenured teachers: Min. 3 observations per school term (at least 2 formal); 1 per semester
Tenured teachers: Min. 2 observations per two-term evaluation cycle (at least 1 formal)
Mid-Cycle Conference:
December (non-tenured teachers)
By 25th school day of the 2nd school term of evaluation cycle (tenured teachers)
Opportunity for teacher reflection
Evaluator provides formative rating for each component
Summative Conference
"Discuss the overall rating of each domain" (p. 5)
Other Issues:
Both parties responsible
Evaluator must share evidence & formative rating with teacher
Based on instructional framework
All evidence recorded
Response & Review
Teacher right to "attach, at any time, comments to any formal evaluation or other materials placed in the member's personnel file, exclusive of privileged material"
Can request for "Superintendent of Schools or designee and the president of the Association or designee to review evaluation within 10 days of Summative Conference" (p. 5)
"Better teacher evaluation is just a better rating instrument or framework of teacher behaviors."
No evaluation tool will ever be perfect. Better evaluation considers context and "multiple... lines of evidence."
Charlotte Danielson created a "framework" to serve as a tool for teacher evaluation.
Danielson created the "framework" to describe good teaching.
"Teacher quality cannot be objectively measured and known by using a sufficiently accurate checklist and rating scheme."
"Principals are the only and best evaluators."
Peer teachers, other administrators, parents, & older students are all possible sources of evidence.
Burling, K. (n.d.). Evaluating teachers and principals: Developing fair, valid, and reliable systems. Center for Educator Effectiveness: Pearson Assessments.
Danielson Group. (2013).
Ding, C., & Sherman, H. (2006). Teaching effectiveness and student achievement: Examining the relationship. Educational Research Quarterly, 29(4), 39-49.
Fuhrman, S H. (2009). Tying teacher evaluation to student achievement. Education Week. V(29)28. p. 32-33.
Marshall, K. (2009). Is merit pay the answer. Education Week. V(29)15. p. 22,28.
Peterson, K. D. The myths (and truths) of teacher evaluation. Retrieved from http://www.teacherevaluation.net/Essay/fivemyth.html
The Education Gadfly. (2011). Dc teachers speak out about teacher evaluations. (Video file). Retrieved from:
Washington, DC: Baker, E.L., Barton, P.E., Darling-Hammond, L., Haertel, E., Ladd, H.F., Linn, R.L., Ravitch, D., Rothstein, R., Shavelson, R.J., & Shepard, L.A. (2010). Problems with the use of student test scores to evaluate teachers. Economic Policy Institute, (Briefing Paper No. 278).
Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunk, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness (2nd ed.). The New Teacher Project.
Yaple, M. (2012). You don't know Charlotte. School Leader, Retrieved from http://danielsongroup.org/press-item/you-dont-know-charlotte/
Should students' standardized test scores impact teacher evaluations?
Value Added Measures
•Value added models measure growth and use one or more years of student test scores, as well as other background data, to adjust for pre-existing differences among students.
Test Students at the beginning of the year and end of the year and measure progress.
Only works if teachers are assigned students at random. If not, teachers who are assigned "struggling" students may be at a disadvantage.
Some districts use student achievement to determine pay increases.
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
2a) Creating an Environment of Respect and Rapport
2b) Establishing a Culture for Learning
2c) Managing Classroom Procedures
2d) Managing Student Behavior
2e) Organizing Physical Space
Domain 3: Instruction
3a) Communicating with Students
3b) Using Questioning and Discussion Techniques
3c) Engaging Students in Learning
3d) Using Assessment in Instruction
3e) Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
4a) Reflecting on Teaching
4b) Maintaining Accurate Records
4c) Communicating with Families
4d) Participating in the Professional Community
4e) Growing and Developing Professionally
4f) Showing Professionalism
Charlotte Danielson-The Framework for Teaching
1a) Demonstrating Knowledge of Content and Pedagogy
1b) Demonstrating Knowledge of Students
1c) Setting Instructional Outcomes
1d) Demonstrating Knowledge of Resources
1e) Designing Coherent Instruction
1f) Designing Student Assessments
Teacher effects
Years of teaching
Major of undergraduate study
ACT or SAT test scores
Quality of highschool
Earning of a license
Verbal Ability
Higher test scores
Higher overall performance
Highger student expectations
Better teacher planning & preperation
Reflection on teaching practices
Demonstration of leadership in schools
Evaluations are short & informal
Conducted by administrators without extensive training
All teachers are receiving high rankings
Evaluations fail to diffrentiate performance among teachers
Inadequate professional development
Teachers only evaluated using one indicator/approach
Value added models only hold one teacher accountable for student's test scores
Concerns with Merit Pay
• Best teachers already work hard.
•Undermines teamwork if teachers are competing with each other for school’s money.
•Many grades of the primary grades don’t have standardized tests, so they would be ineligible
Alternatives to Merit Pay
Salary boost for teachers who mentor other teachers
Curriculum planners
Team leaders
Measure student growth over years
Full transcript