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Idaho Teacher Performance Evaluation Task Force

Idaho Teacher Performance Evaluation Task Force. “The stakes are high. Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours to decide.”

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Idaho Teacher Performance Evaluation Task Force

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  1. IdahoTeacher Performance EvaluationTask Force

  2. “The stakes are high. Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours to decide.” No Dream Denied National Commission on Teaching and America’s Future Washington, D.C., January 2003 Teacher Performance Evaluation Task Force

  3. Comprehensive Professional Development • And • Teacher Evaluation • Alignment of pre-service and professional development standards • Common language and terminology used statewide • Common evaluation tool that guides growth • Purposeful training that results in reliability • Multiple assessment opportunities • Formative and Summative • Multiple pathways for professional growth Teacher Performance Evaluation Task Force

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  5. Critical Questions in Designing a Model • Are acceptable standards already in place? • Are there obvious junctures in a teacher’s professional development that should be measured? • Are there obvious responsibilities and/or accomplishments within a teacher’s professional development that should be rewarded? Teacher Performance Evaluation Task Force

  6. In your colleague groups, create your own model for Professional Development and Evaluation. Consider these important issues as you discuss the possibilities: • Does your model provide alignment between pre-service and professional development standards? • Is there an opportunity for a common evaluation tool to guide the professional growth of teachers? • Are there multiple opportunities for assessment? • Is there more than one pathway for professional growth? • Are there obvious junctures in a teacher’s professional development that should be measured? • Are there obvious responsibilities and/or accomplishments within a teacher’s professional development that should be rewarded? • Are acceptable standards already in place? • What key conclusions and questions remain for future discussion? Teacher Performance Evaluation Task Force

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