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Teacher Performance Evaluation System Data Sources

Teacher Performance Evaluation System Data Sources. Teacher Responsibilities. Having knowledge of the content, students, and curriculum Planning instruction that meets student needs and curricular requirements Offering appropriate and engaging instruction Assessing student work

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Teacher Performance Evaluation System Data Sources

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  1. Teacher Performance Evaluation System Data Sources

  2. Teacher Responsibilities • Having knowledge of the content, students, and curriculum • Planning instruction that meets student needs and curricular requirements • Offering appropriate and engaging instruction • Assessing student work • Providing a safe and secure learning environment • Demonstrating professionalism and communicating effectively Student Learning

  3. Multiple Data Sources Goal Setting for Student Achievement Observations Documentation Log Surveys Teacher Evaluation

  4. Limitations of Observation • Observe 3 to 4 classes per year (.4% of performance) • Classroom responsibilities only • Subject to evaluator bias • Focus on process of teaching versus outcomes • Inspector model of evaluation

  5. Observation Intended to provide information on a wide variety of contributions made by teachers in the classroom or to the school community as a whole. • May take a variety of forms • Formal observation • Informal observation • Walk-through observation • May occur in a variety of settings • Classroom environment • Non-classroom environment

  6. Informal Observations • Provide more frequent information on wide variety of teacher contributions • Classroom and non-classroom settings • Less structured than formal observations • Walk-throughs – 3 to 5 visits of at least 15 minutes in duration • Occur throughout the year • Evaluator completes observation form; provides copy to teacher

  7. Informal Observation Form Abbreviated for training purposes

  8. Documentation Log • Provides evidence of performance related to specific standards – teacher’s voice in evaluation • Complements classroom observation • Includes both specific required artifacts and teacher-selected artifacts • Emphasis is on quality, not quantity • Should include analysis and reflection • More concise than portfolios; district needs to relay expectations • Reviewed by evaluator by mid-year for probationary teachers; by May 1 for all teachers • MyLearningPlan OASYS files

  9. Documentation Log Abbreviated for training purposes

  10. Student Surveys • Provide students’ perceptions of how teacher is performing -- direct knowledge of classroom practices • All teachers survey students prior to October 15th • Probationary teachers survey same cohort by December 15th • Continuing contract teachers survey same cohort by February 15th • Actual responses seen only by individual teacher • Teachers fill out Student Survey Growth Plan and Student Survey Analysis and include in documentation log

  11. Sample Student Survey Abbreviated for training purposes

  12. Sample Student Survey Abbreviated for training purposes

  13. Student Surveys: Benefits & Challenges Teachers receive feedback from the receivers of their services Teachers can use as a formative evaluation to improve practice Concern that results are based on popularity Surveys might not ask the right questions Surveys might not ask the right students Benefits Challenges

  14. What Does the Research Say? • Ample evidence to support use of student surveys in teacher evaluation • Research consistently indicates that students from K-12 can provide reliable information related to teacher effectiveness • Student ratings of teachers are a significant predictor of student achievement--better than parent or administrator ratings Faucette, Ball, & Ostrander, 1995; Stronge & Ostrander, 2006; Wilkerson, Mannatt, Rogers, & Maughan, 2000

  15. Recommendations for Interpreting Survey Results • Review results and ask yourself the following questions: • Is the information your students provided about you accurate? • If you agree that the information is accurate, are you satisfied with the students’ perceptions about you? • If you believe the information is inaccurate, do you know why your students have these perceptions? • Do you need to make changes to improve your students’ perceptions? • If you think changes are justified, consider using the student data to set a personal or instructional goal for improvement.

  16. Student Survey Growth Plan

  17. Student Survey Analysis

  18. Data Collection Responsibilities

  19. Performance Portrait

  20. Tangible Data Sources • Katherine Brown’s Documentation • P1-76 – P1-87 (documentation log/common classroom artifacts) page numbers may change in the new booklet – update here • P1-97 (parent communication) • P1-99 (student survey)

  21. Documentation of Performance Activity • Quality Artifacts - define • Reflection on the artifacts - expectations • Share out with large group

  22. Questions?

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