Download
1 / 24
240 likes | 467 Views
New Trends in Teacher Evaluation. Charlotte Danielson. Purposes of Teacher Evaluation has been…. 1.Quality Assurance- only purpose recognized by legislators and policy makers. - The quality of individual teachers does matter. 2.Professional Development
E N D
New Trends in Teacher Evaluation Charlotte Danielson
Purposes of Teacher Evaluation has been… 1.Quality Assurance- only purpose recognized by legislators and policy makers. - The quality of individual teachers does matter. 2.Professional Development • Previous evaluation systems have largely failed to achieve either goal.
Danielson States… An effective system of teacher evaluation accomplishes two things: • it ensures quality teaching • it promotes professional learning. The quality of teaching is the single most important determinant of student learning.
A Well Designed Evaluation System • Differentiated System • Multiyear Cycles • Active Teacher Roles
Differentiated Systems • Different activities, procedures and timelines are used for different groups of teachers. • New teachers typically receive more support, more supervision, and more intense evaluation.
Typical pattern in a differentiated system: • - An annual formal plan for new teachers. - Formal evaluation of permanent teachers every 2-4 years. - During non-formal evaluation years permanent teachers engage in self-directed professional growth activities (alone or with a colleague) which are usually quite different then new teachers. • Criteria for evaluation are usually quite different with new vs. permanent contract teachers.
Multi year Cycles • Permanent contract teachers have a formal evaluation every 2-4 years. • When not being formally evaluated, teachers engage in professional development activities of their own choosing.
Active Teacher Roles • Permanent contract teachers are considered professionally competent. They can use the evaluation activities to enhance their practice by: - working with colleagues - action research - furthering knowledge of curriculum areas use of portfolios, visiting classrooms, working with mentors, and professional conversations/reflections • Goal is improved learning opportunities for all students.
Questions for thought… • Are they (Differentiated Systems, Multi-year Cycles, and Active Teacher Roles) present in the AVRSB? • Are they understood and being employed? • What has the most impact? • What isn't working?
In AVRSB… • We recognize that students must be served – proper diligence. • Teachers are evaluated yearly (required as stated in the Education Act). • Nova Scotia uses the term “Performance Appraisal” rather than Teacher Evaluation. • Performance Appraisals are cited in the Education Act under “Function and Duties” of Principals and Superintendents.
Performance Appraisals- Summative • Can be Summative or Formative • Summative - Lets the teacher know how “they did” - employment decision - retain or release - completed prior to the end of probationary period
Performance Appraisals - Formative • Formative - informs instruction, “sheds light” and ensures the goals are being achieved - Permanent teacher - developmental and collaborative in nature - annual basis
Enhancing Professional Practice: A Framework for Teaching In the book pictured here, used by the AVRSB, Charlotte Danielson outlines measures relating to quality teaching organized into four domains, each with several components.
The Framework for Professional Practice The framework for teaching divides the complex work of teaching into four major domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities; each is further divided into five or six smaller components. The framework for teaching includes four levels of performance: Unsatisfactory, Basic, Proficient, and Distinguished.
Domain 4: Professional Responsibilities Component 4a: Reflecting on Teaching
Domain 4: Professional Responsibilities Component 4b: Maintaining Accurate Records
Domain 4: Professional Responsibilities Component 4c: Communicating with Families
Domain 4: Professional Responsibilities Component 4d: Participating in a Professional Community
Domain 4: Professional Responsibilities Component 4e: Growing and Developing Professionally
Domain 4: Professional Responsibilities Component 4f: Showing Professionalism
Teachers are expected to… • Have discussions about what excellent teaching looks like. • Not close their doors and work in isolation • Have conversations which ground their teaching • Seek support from others (mentors, colleagues, administrators) to achieve their professional development goals.
Questions for Discussion: 1. Has the teacher evaluation/performance appraisal lost its purpose and significance? If so, Why? 2. Do you see the process as benefiting your teaching practice- improving student learning? 3. What has the AVRSB done right in terms of performance appraisals? 4. What does the AVRSB need to do differently in terms of performance appraisals?
