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Teacher Evaluation in Israel: Potential for Professional Development Michal Beller Director-General of RAMA The National Authority for Measurement and Evaluation in Education February 2013. RAMA.
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Teacher Evaluation in Israel: Potential for Professional Development Michal Beller Director-General of RAMA The National Authority for Measurement and Evaluation in Education February 2013
RAMA An independent statutory unit - the National Authority for Measurement and Evaluation –RAMA - shall be established as the entity that leads and provides professional guidance to the education system with respect to measurement and evaluation. RAMA will conduct periodic evaluations of the education system and evaluations in schools, and will publish its findings in an annual report submitted to the National Council for Education. From the Dovrat National Task Force in Education (2004)
Teacher evaluation as a systematic process • In systems in which a process of teacherevaluation was implemented it was assumed that it would promote the following: • Definition of agreed upon measures with regard to teacher effectiveness • The quality of the actual classroom practice of teachers • The development of an organizational culture that supports feedback • The continued professional development of teachers • The improvement of the quality of student learning(Satain, Stoelinga & Brown, 2009). • Significant relations were found between principals' orientation toward the promotion of pedagogical processes in school, including the provision of feedback for the improvement of teaching in the classroom, and promoting student achievement(Hopkins, 2003; 2006). • So far, no significant relation was found between teacher evaluation and student achievement (Satain, Stoelinga & Brown, 2009).
For the teacher Teachers attest to a raised level of reflective awareness and orientation towards improvement in response to the process. Deepening of thepersonal dialogical relations with the principal and staff, that support planning, feedback and focus on their essential needs for professional development . Teachers noted the contribution of the conversation before the observation, attending to the considerations that guided their planning. Teachers appreciate the principals’ interestin the difficulties they face, and this is a basis for deepening the teacher-principal relations. Opportunities in the evaluation process
For the principal Focuses principals on pedagogical processes for bettering teaching through training and feedback. Principals report an improvement in their professional sensitivity when carrying out observations. Principals understand the relationship between teaching performance and the need for professional development of teachers. Principals note that despite the large amount of time devoted to the process, it is essential and worthwhile as it brings them closer to teachers. A contribution is apparent with regard the discourse between principals and their colleagues (community of principals) related to difficulties and dilemmas in the process of evaluation. An on-going support which contributes to addressing difficulties in the work of the principal as an evaluator. Opportunities in the evaluation process
The framework for teaching – C. Danielson http://www.danielsongroup.org/
The National Board for Professional Teaching Standards http://www.nbpts.org/
Professional standards - England http://www.tda.gov.uk/
The Excellence in Teaching Project - Chicago http://www.chicagoteacherexcellence.org/
Range of evaluation tools used In Chicago and Portugal the following appear together with the evaluation tool: • Observation and a conversation prior and after the lesson • Determining required goals for each teacher that are approved by the school administration • Self evaluation includes the contribution of the teacher in achieving the goals, mainly those related to the improvement of learning outcomes • A standard tool that documents teacher performance in relation to different dimensions • Additional evidence such as diplomas for completing training, pedagogical tools the teacher designed or used and tools for assessment of students' achievement and/or progress • Evaluation is not only done by the principal, but also by role holders in school • Professional external evaluators are available for schools to receive assistance in teacher evaluation according to the need • Supporting the teacher in implementing the fair and thorough evaluation
Teacher evaluation in Israel • Teacher evaluation in primary and secondary schools is a ministry policy and part of the official contracts with the unions. • In primary schools it is required for: • determining tenure • promotion to the highest levels during service • professional development • In high schools it is required for: • individual award for distinguished teachers • accumulation of points for advancement of distinguished specific role holders in schools • professional development
Formative vs Summative Different tools?? Different goals Professional Development Formative Tenure Promotion Summative High Stakes
Collaboration with all stakeholders • The Ministry of Education: • The Pedagogical Administration: Elementary and Secondary Education • The Administration for Teacher Training and Professional Development • The Pedagogical Secretariat • The Religious Education • The Administration for Social and Youth • The Arab, Bedouin, Druze and CircassianDepartments • Educational Psychological Department • Special Education Department • District heads and inspectors • School principals and teachers • The Israeli Institute for Educational Leadership • Teachers’ unions
Questions How to reconcile the tension between formative and summative evaluation of teachers? How to implement formative evaluation that would later be used in summative evaluation? Can formative evaluation be preserved? Can the same instrument be used for both formative and summative evaluation or should there be two different instruments? Do countries use different instruments for different roles and/or different aims? Can a detailed instrument that includes a range of indicators and that is designed for formative evaluation also suit summative evaluation? Can the use of an identical instrument for formative and summative evaluation inspire a different "spirit" in the process teacher evaluation (a process that is both bottom-up and top-down)?
Questions Should pupil achievement be used in evaluating teacher performance? Should teachers' knowledge be evaluated through achievement tests? Does teacher evaluation improve teaching and learning? What should happen in the evaluation process that would bring about improved teaching? How can teachers be empowered through the process of teacher evaluation? What actions are needed for this to be accomplished? How can teachers be encouraged to benefit from the process of teachers evaluation for improving their work?
Questions Who should be the evaluator/s? Internal vs. external by a professional? What knowledge is required by the evaluator? What is the weight of his/her evaluation in the final evaluation? Should the teacher's self evaluation be included ? Should other staff members from school (coordinators/peers) take part in the summative evaluation of teachers in their school? What is the potential and what are the risks? How should multiple evaluations be weighted? What is the place of the school context in teacher evaluation? To what extent can the school and/or classroom complexity be "taken into account" in teacher evaluation?
Basic assumptions The process of teacher evaluation, their active participation and involvement in the process, will contribute to the improvement of teaching and promotion of student learning and well-being. Teacher self-evaluation and the evaluation by the principal of teachers' work will contribute to the image of the teacher and to fostering learning processes and continual improvement Constant and continual improvement of teachers is based on respect, trust, fairness, reflective dialogue and cooperation. Teacher evaluation is an important component of the role of the school principal and in establishing administrative quality and accountability for the development of human capital in his/her school Teacher evaluation will strengthen the status of teachers and the teaching profession through the design of professional identity, continued professional development, examining the suitability to teaching,and provision of tenure, promotion in terms of rank and roles.
Characteristics of the Israeli tool for teachers evaluation • A multi-facet tool for assessing teacher performance, covering the duration of the teacher’s professional career • Teachers are assessed by their principals who received prior training in teacher evaluation • Self evaluation as part of the process
The teachers’ professional development scale Domains for Teacher Performance The evaluation scale indicates the level of expected teacher performance on different development stages and within different domains: Master Unsatisfactory Basic Skilled Distinguished
Tool for teacher performance evaluation The tool enable drawing a teacher profile on different domains.
The process of teacher evaluation (1/2) • The principal presents the process of teacher evaluation to the teaching staff • The principal presents the tool for teacher evaluation to the evaluated teacher at the beginning of the year, including the evaluation process, its stages, and time line throughout the year • During the year the principal will carry out at least two documented observations of the teacher's lessons and also an observation of an individual instructional session. • Priorto the lessonobservation the principal will hold a discussion with the teacher in order to collect information about the context in which the lesson is taking place and the lesson's goals. • Followingthe observation of the lesson the principal will hold a feedback discussion with the teacher, as close to the time of the observation as possible.
The process of teacher evaluation (2/2) • The teacher will also provide a self evaluation based on the same four dimensions of evaluation • Teacher evaluation will be based on the integration of information gathered from various sources. • At the end of the year the principal and teacher will discuss the summative feedback • Goals will be set together for the professional development of the teacher
Implementation • The evaluation system was first implemented in primary schools system in September 2010 • Each teacher who is a candidate for tenure is evaluated -- about 6,000 teachers at the beginning of their career have been evaluated so far • It is recommended that each teacher at the middle levels (up to 13 years experience) will be evaluated once in three years -- about 1,000 teachers at middle levels have been evaluated so far • Teachers at the higher levels (over 13 years experience) are evaluated for promotion -- about 1,000 teachers at the higher levels have been evaluated so far This year the use of new adapted evaluation tools will be implemented for : interns, kindergarten teachers, counselors and health workers
A Window of Opportunity Enhanced Dialogue Transparency Teacher Empowerment Pedagogical Involvement
Voices from the field There is an overall agreement that teacher evaluation is one of the main roles of the principal, and that the annual evaluation of a significant number of teachers facilitates meaningful change in school: • Enables the principal to locate and identify needs, problems and points requiring improvement on the level of the school. • Promotes pedagogical professionalism of the principal in general, and in processes of observation and evaluation in particular. • Creates a language, concepts and pedagogical emphases for the whole school, fosters school dialogue. • Creates and strengthens group work, peer study. • Allows for the improvement of the teachers’ teaching and learning processes. • Empowers teachers and ensures their professional development.
Evaluation in the service of PD (1/3) • Multi-dimensional • The complexity of instruction is expressed through the multiplicity and range of dimensions, these allow for identifying the strengths and weaknesses and creating profiles • Developmental continuum • The behaviors are described on a developmental continuum from entry into teaching and up to the level of specialization Country District School Class
Evaluation in the service of PD (2/3) • Agreed upon measures • Evaluation encourages dialogue among different stakeholders based on a common language, together with it being dynamic and suited to the context in which it occurs • Direct evidence • The evaluation is based on evidence that is collected directly from instruction (including observations of lessons) Country District School Class
Evaluation in Service of PD (3/3) • A variety of evidence • The collection of a range of evidence shedding light on the teachers work in and out of the class • Self evaluation • Strengthens the potential for development, reflectivity and progress Country District School Class
