Evaluation Of The Observation And Evaluation Process

First of all, continual feedback allows teachers to self-reflect on best practices. For example, a teacher can target his/her areas of weakness in order to grow professionally and gain further insight of best practices. Another benefit, of teacher evaluations is higher student success rates. These, for example, are measurable through district assessments and state standardized assessments. If a teachers success rate has significantly improved through modification of practices, T-TESS has served its intended purpose. Finally, yet another benefit of teacher evaluations is the fact that the educator is an active participant in his/her evaluation process. For example, through goal setting, the educator is allowed the opportunity to decide where he/she want to grow. Through the evaluation cycle and the communication therein, the appraiser and educator both take greater responsibility in understanding and meeting established goals. Finally, at the end of the process, student growth is an indicator of a well-developed and integrated evaluation system. These are but a few of the many benefits reaped from an evaluation systems such as T-TESS (TEA,

As schools across the nation look for a uniform method to evaluate teachers’ performances, concerns about both methods are highlighted. NYC is using the Danielson Framework to evaluate teachers this year; some concerns have been brought up by administrators and the teachers union. In the piliot program it was noted by one administrator that “some of her teachers are not scoring as high on the rubric as she would expect — precisely because the rubric expects the same general characteristics in all grades” (Cromidas, 2012). This is because in the Danielson Framework the observer is looking for weather a teacher is doing the behavior or not. Check mark - there is no distinction between a new teacher and a veteran teacher. The other thing that administrators are noting that the “practicing observing teachers using Danielson had proved to be time-consuming” (Cromidas, 2012). It is recommend that they observer spends a number of informal observations lasting at least 15 minutes in the classroom before the official observation and that the report be turned around in 48 hours to the teacher.

For the second practicum, I was asked to be engaged for fifty hours on several administrative activities. For this assignment, I completed the following five activities: (1) working on the parent, student, and teacher handbook, (2) pre-interviewing possible teacher candidates, (3) observing a safety meeting, (4) data analysis, and (5) participating in a board meeting. This segment of the paper will discuss these aforementioned activities along with a reflection on these activities.

A process evaluation is a tool utilized to identify the key components of intervention that are effective and under what conditions. Additionally it also evaluates the extent to which a program is being implemented as planned. A process evaluation can be broken down into six steps which are depicted in the diagram below. In order to engage stake holders the process must begin at the evaluation cycle. Stakeholders in regards to our program include those who are directly involved with program operations. This includes the staff utilized to procure supplies and equipment, those involved in the delivery of supplies equipment, those who distribute educational materials, those that perform diabetic testing and those that interact with the target

Educational policies guide professional practice. By developing policies, agencies determine appropriate courses of action to aid individuals in applying a set of procedures in a systematic and equitable manner. My essay describes the Spotsylvania County Public School’s (SCPS) policy on Teacher Evaluation and traces its roots through the various levels of regulatory entities. In order to provide a rich context, pertinent case law and applicable literature in terms of the topic is also presented within the essay.

Just like this week’s content, my school is a “mixed bag” of evaluations. First, we have our Head Start Program, which is federally funded, so they have their own evaluations. These evaluations consist of “board members” coming in to evaluate/assess the teacher and classroom as well as meetings that the teacher and her paraprofessional have to attend every other month. These meetings help them focus on the current curriculum that their program has in place to ensure that the program is doing what it is meant to do.

Audit Follow-Up: Practices that are identified as being most challenging and needing further emphasis could be incorporated into the school improvement plan. Professional development experiences on particular practices could be offered. Teachers could use the summary results of the audit to develop instructional practices in individual classrooms, at grade levels, and/or schoolwide.

In order to ensure that students have the greatest chance for achievement, it is vital that school communities know that they have high quality teachers in place. To accomplish this task, systems have developed that integrate set measures aligning what teachers do and what happens as a result. These may include evidence of student work and learning, as well as, evidence of teacher practices derived from observations, reflection, recordings, artifacts, and various forms of feedback. Educational experts such as Marzano, Danielson, Stronge and others have published examples of evaluation models. While they vary in emphasis and design, they are similar in that they attempt to provide a framework for measuring the impact of a teacher on a student’s learning. Clearly, this is a daunting and challenging task and there is a risk involved in attempting to make something

Although the same rubric is used for teacher observations, evaluators can differ in their style of rating and what expectations they have for the teacher. This causes an inconsistency between the evaluation of teachers in the same building, let alone in different districts. There are parts of the rubric that are up for interpretation, so there is no way for all evaluations to be scored in the same way. This evaluation can also put a lot of pressure on a new teacher who is unsure of what is expected and may not feel completely comfortable within the job as a first year teacher. A “needs improvement” rating should not be considered unsatisfactory if the teacher is willing to improve and work towards goals set by him or her or the

The clinical supervision model for conducting observations has been used in the education field for decades. Clinical supervision involves a teacher receiving information from an administrator, colleague, peer coach, or mentor, who has observed the teacher's performance and who serves as both a mirror and a sounding board to aid the teacher in critical examination of a specific aspect of their instruction and possibly alter his or her own professional practice. Clinical supervision is an instruction improving tool in which a high degree of mutual trust and commitment to growth is required on the part of the teacher and observer. The structure of a clinical observation cycle includes

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

Process evaluation aims at evaluating the effectiveness of a process or a system, which is in this case a shelter for homeless young women. The results of a process evaluation is used to derive policies for continuous process improvement. In this assignment, I assume that the evaluation is more customer-oriented, and the result of the evaluation is going to be used towards providing better quality of services for the homeless women living in the shelter.

An effective teacher evaluation system should measure strengths and weaknesses through an accurate and consistent process that provides

But the report noted, “Over the past five years, 37 states have improved their overall teacher policy grades by at least one full grade level because of significant reform, particularly in the areas of teacher evaluation and related teacher effectiveness policies”(concordia

According to the Health Education as Educator, evaluation is defined as a systematic process by which the worth or value of something is judge and specifically refers to teaching and learning. Evaluation is important in healthcare education because it allows insight on how well information received is being grasped and understood. In the healthcare setting it is critical that clients or patients receives correct information about care in order to be compliant with the physician’s order or discharge instructions. Evaluating the healthcare professional measures the competency of the individual and can further determine if additional training is necessary.