Evaluation System For Evaluating Instructional Coaches

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.

Teachers are rated as developing, proficient, accomplished, distinguished. The evaluation tool, which was updated in 2008 and in 2015 standard six was added, consist of six total standards. Standard one assesses teacher’s leadership skills. Teachers must demonstrate leadership in their classroom and in the school. Teachers must demonstrate their ability to improve the profession, advocate and assist with implementation for positive change in policies and practices affecting student learning. all while demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. For standard two teachers must demonstrate their ability establish a respect environment for a diverse population of students which involves nurturing relationships with child, embracing diversity in all forms

Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. Teachers College

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.

At the heart of effective sport leadership lies the dyadic coach-athlete relationship starts off by giving examples of great coaches such as Alex Ferguson, Marcus Weiss, and Bob Bowman. The article associates the coaches’ success to their quality relationship they have with their athletes. The article continues to stress the importance of a functional relationship, working towards a common goal, feeling united and capable as a team for the overall success of the team. Jowett (2017) stated, “These examples illustrate that coaches and athletes who develop and maintain functional relationships-in other words relationship that are supportive, caring, satisfying and purposeful, are more likely to become a vehicle to

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

My day was planned so I thought, I was scheduled to go out with my mentor, Francis. We had a full day planned with the possibility of me making a school contact alone. My field supervisor, Stephanie and I were having our usual morning chat when we were approached by foster care worker, Ms. Williams. She wanted me to supervise some parenting time, so she could attend court. I had supervised parenting time before and I will admit it is not the most exciting thing to do. Parenting time can last up to 4 hours requiring you to sit at the room door and monitor the parent’s interactions with their children. Although it can be quite daunting, I do however understand the importance of this family time. I was immediately put on the spot and I really wanted to say no to supervising this time for her. I also did not want to be uncooperative or not a team player in the presence of my field supervisor.

Education reform takes on different forms depending on the goals of reformers. However, most will agree their ultimate goal is to positively impact student achievement. Changes in public education continues to increase teacher accountability, as well as, update curriculum standards and standardized tests. The teacher evaluation system is one focus of recent initiatives. While district implement new teacher evaluation methods, skepticism surrounds its effectiveness, in improving teaching, and comprehensiveness, in assessing the multi-faceted role a teacher plays in the lives of students. I have experienced the good, bad, and ugly of the teacher evaluation system of Shelby County.

Two days before the IHSA State Competition (which involves taking 35 people on a bus for 72 hours three hours south and competing in the Peoria Civic Center), a posting crept into my email – for an Instructional Coach, a position that the district was not planning to create. This position, which did not have a job description attached, stated that a teacher at each building would become a TOSA (Teacher On Special Assignment) the following year to fulfill this role. I had two days to apply and would interview if selected, the next Tuesday. Good luck! Without a concrete description, I was hesitant to apply. Like my students, I like boundaries and guidelines (maybe even some sort of rubric). This role, whatever it turned out to be, would certainly push me outside of my comfort zone, encourage me to collaborate, and challenge me to create connections and content outside of my small and simple world in D15 – the last hallway in the school.

According to Earl (2013), expert teachers know about learning, know about the subjects they teach, and have a deep knowledge of pedagogy (p. 125). Highly effective teachers develop pedagogical skills to support and produce achievement. As educators develop proficient students, instructional leaders must identify and develop highly effective teachers. How might an instructional leader determine the impact of teacher effectiveness on student achievement levels? The purpose of this study is to determine the correlation between teachers Mississippi Statewide Teacher Appraisal Rubric (M-STAR) ratings and teachers’ Quality of Distribution Index

In the state of South Dakota, the legal requirements of the state and school districts when it comes to supervision and procedures, expectations align with both. The state of South Dakota has adopted the Teacher Effectiveness Model along with any district that is state accredited. This model is based on the Danielson framework, which consists of 22 components, clustered into domains one through four (Danielson, 2007). According to this model, teachers from year one to year three are evaluated at least annually and those teachers year four and beyond are evaluated at least every other year. The state formed a work group made up of teachers and administrators who developed an evaluation instrument that will not only be a tool for administrators to use, but also for teachers.

Podursky et. al. (2007) discussed the comparison of teacher performance on evaluations conducted by the principal to student achievement. It was concluded, “Research literature to date and particularly the recent work by Jacobs and Lefgren show that subjective evaluations of teacher performance are valid measures of teacher effectiveness as measured by student achievement gains.” (p. 562). Principal evaluations reflecting low stakes were used to acquire these results. The question still remains if these types of evaluations will continue to be of value in a merit based system. Also would a principal who would normally give a teacher a lower performance score, under regular circumstances-non-high stakes evaluations, do the same if it were

Across the United States, policymakers determine evaluation systems for public school educators. Used as a tool for increasing teacher effectiveness and accountability, teacher evaluation systems vary from state to state as determined by individual state departments of Education. According to Sergiovanni & Starrat (2002), the role of the evaluation process is important in developing teachers’ instruction, which should contribute to academic achievement of students. Evaluation should provide meaningful feedback to teachers, to improve instructional practices and support learning (Kelley and Maslow, 2012).

NCCI’s commitment to coaching supports its new employee evaluation program by using extensive meetings throughout the year for evaluations and individual coaching sessions for their employees. In the two years since it was implemented, the process has proved its worth (Ivancevicj & Duening, 2006, p. 294). Turnover is decreasing and employee performance has improved since the program was started for the company. Coaching helps sell the evaluation system to employees because the guidance makes it easier for workers to achieve the performance improvements that result in salary raises and bonuses (Ivancevicj & Duening, 2006, p. 294). The more commitment a company shows for their employees to succeed, the better the attitudes and performance will be for the staff. This is also in combination with feedback. Employees are striving for success and they are receiving the feedback they need to become a stronger performer in their job role. Coaching promotes creativity, breakthrough performance and resilience, giving organizations a competitive edge and an effective way to flow and operate within an environment of continuous change (“Why coaching in the workplace?,” 2012). Coaching can be used for many organizations in need of performance improvement in a company.