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Teacher Evaluation

A brief look at the characteristics of effective and ineffective teacher evaluation.

Greg Mertz

on 10 February 2014

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Transcript of Teacher Evaluation

Markers of Ineffective Evaluation
Why Is There a Controversy
Surrounding Teacher Evaluation?
Current practices and techniques were implemented without any prior testing

Results are strongly linked to a select few indicators- like student achievement on standardized tests.

Evaluations have been reduced to convoluted formulas.
Where is Teacher Evaluation Headed?
New York Case Study
"what is the difference between an
effective or convoluted evaluation?"
Lack clear objectives and are filled with vague and confusing terminology.
Convoluted process that often is associated with copious amounts of pre and post evaluation work.
Full period, announced evaluations promote a "dog and pony show" scenario.
Decreases teacher morale and cause anxiety.
Often launched on large scale without proper piloting process.
Criteria for evaluation is unclear, not valued by teachers, and limited.
There is little opportunity to employ the feedback provided by the evaluation.
Has clear, well-defined objectives that teachers understand and value.
Focuses on crucial areas, one or two skills at a time.
Provides timely feedback to allow for teachers to implement the necessary changes.
Evaluations avoid vague terminology and language.
Focus on multiple measures with student achievement being a component part of the evaluation.
Evaluations are unannounced, short, and frequent.
Effective Teacher Evaluation
Teacher Evaluation:
EDU 6054: Emerging Trends in Education, Salesman Group:

Bakeman, J., and Bureau, A. (2012). New evaluations scare off teachers from taking interns [online]. WGRZ.com 2 On Your Side. Retrieved: https://nuonline.neu.edu/bbcswebdav/pid-7129769-dt-content-rid-5234892_1/courses/EDU6054.70600.201315/New%20Evaluations.pdf

Schmoker, M. (2012). Why complex teacher evaluations don’t work. Teaching History.org. Retrieved: https://nuonline.neu.edu/bbcswebdav/pid-7129769-dt-content-rid-8267149_1/courses/EDU6054.20163.201425/EDU6054.70498.201415_ImportedContent_20130821052609/Education%20Week%20%20Why%20Complex%20Teacher%20Evaluations%20Don%27t%20Work.pdf

Brenchley, C. (2011). Arne on teacher evaluation metrics and celebrating success in STEM. Homeroom [blog]. Retrieved: http://www.ed.gov/blog/2011/10/arne-on-teacher-evaluation-metrics-and-celebrating-success-in-stem/

Factors and Theories for Change
Secretary of Education Arne Duncan (first 45 seconds)

Harsher evaluations for teachers:
two non-satisfactory reviews leads to termination.
Teachers are hesitant to allow student university education majors to participate in their classroom. Educators want every minute of their class time to influence their students.
Some educators think education majors are under prepared for the classroom.
School administrators are looking to provide incentives for teachers who mentor interns. such as: Non-transferable tuition credits or extra points towards their classroom evaluation.

Image source: http://gemnyc.files.wordpress.com/2012/04/test3.jpg
Image source:http://www.trbimg.com/img-50948d9e/turbine/la-oe-darling-teacher-evaluations-20121105-001/600
Image Source: http://parentsacrossamerica.org/wp-content/uploads/2012/11/teacher-eval2.jpg
Image Source: http://www.newsday.com/polopoly_fs/1.3792446.1340138247!/httpImage/image.jpg
Image Source: http://sar-cdn.com/sites/default/files/imagecache/superphoto/TeacherEvaluationFormula.jpg
Image Source: http://www.autismspeaks.org/sites/default/files/images/government_affairs/ny.flag-map.png
Video Source: www.youtube.com/watch?v=ptKZQtMIG6Q
"Done right, teacher evaluation could ensure precisely the kind of systematic action that would guarantee immediate [student] improvement" (Schmoker, 2012)

"Teacher observation and evaluation are among the strongest components of effective school-improvement efforts." (Schmoker, 2012)

Administrators must shift their approach so that teaching evaluations are used as feedback tools to improve the skill of teaching. Educators must believe and understand the criteria on which they are being evaluated. Without unannounced, short, and frequent observations, teachers will not have the time, ability or necessary information to implement change.
With the continued research on the effectiveness of the current teacher evaluation process it is fair to say that the current method will soon be obsolete.

A transition to an evaluation method that places more emphasis on being straightforward and direct is almost a certainty.

Unfortunately, as with most changes, this transition will be one that takes time to happen.
Greg Mertz, John (J.P.) Chavez, John Rodriguez, Luis Simoes, Gerri Swider
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