Evaluation Systems Based On Multiple Measures

The first way of evaluating performance may be through self-evaluation, either via a reflective journal or by writing an evaluation on a lesson plan or scheme of work. After each lesson I deliver, I write a short evaluation which has

Hoskins (1987) advocated that the process of teacher evaluation is multilayered and is affected by several complex and continually changing variables. The evaluation of teachers’ classroom performance has evolved tremendously over the last 100 years. Teacher evaluation has transformed along with emerging research pertaining to the role of teachers, effective teaching, and theories of student learning (Ellett & Teddlie, 2003). Regardless of the changes and increased emphasis on national and state standards, supervision and evaluation continue to be average at best and inadequate in assisting teachers to modify their pedagogy for the benefit of their students (Howard &

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Based on the Georgia Department of Education, Georgia has a new way of evaluating all of its teachers. Beginners teachers are held with the same standards as tenured teachers. The evaluation is through Teacher Keys Effectiveness System (TKES) which is consist of three components which gives to an overall Teacher Effectiveness Measure (TEM). First component is Teacher Assessment on Performance Standards (TAPS). The second component is Surveys of Instructional Practice (student perception surveys). Lastly Student Growth Percentile and Student Learning Objective. (SGP and SLO).

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 should begin to selecting evaluating techniques as soon as they identify their instructional goals. (Oliva, 2013 p. 310) The classroom teacher must answer questions such as: What are the objectives to be accomplished based on instruction, what topics to cover, what procedures for best direction for learning and who do we evaluate learning (Oliva and Gordon p.247)

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

Before conducting the formal evaluation, the teacher is given some questions to answer as a pre-observation like Dr Pajak mentioned in Honoring Diverse Teaching Styles A guide for Supervisors. Those questions are more towards knowing teachers. There are specifics and concise. A step by step of sequence of the lesson from the beginning to the end of the lesson. He also gives an opportunity for teachers to reflect on his teaching based on that particular lesson. Then there is a post observation when the supervisor or administrator invites the teacher for a conference on the lesson observed that

After reading the report, one could characterize current teacher evaluation practices as little more than missed opportunities to increase the effectiveness of teachers and assure that the best teachers stayed in front of students. Practitioners generally agreed with the premise of the critique, and confirmed the identified evaluation weaknesses as both common and wide-spread among school districts. Using teacher effect research and the validity of value-added measures as a platform, and armed with the belief that the sample practices were representative of those in districts across the country, the authors of The Widget Effect urged educational leaders and policy makers to implement specific teacher evaluation reforms, many of which informed (or mirrored) those becoming increasingly prevalent in federal and state

Can you imagine a world where we carried on without knowing if what we are doing was right? Or a world where we did not review and improve? We would probably still be using the abacus to count to 100 and the many inventions that we now see as the norm would not have existed if we did not conquer the practice of evaluating. The need for evaluation is correct in all careers and aspects of life, including teaching. According to Gravestock & Gregor-Greenleaf (2008), the U.S uses various tools to evaluate teaching, like course evaluations, in-class/peer evaluations, and an indication of ground-breaking approaches and techniques (Gravestock & Gregor-Greenleaf, 2008). However, student course evaluations are one of the most common tools used to assess classroom teaching (Gravestock & Gregor-Greenleaf, 2008).

When performance appraisals hide true employee actions, we are doing a disservice to the students, the school, and to the employee. If the employee is not performing adequately, administrators need to provide the tools and resources to correct the behavior. Administrators can use evaluation tools, such as the Danielson Model, to set expectations and provide formal feedback on teacher performance. Certified employees are entitled one written evaluation delivered by May 1 comprised of two observations during the year, with one occurring before January 1 (Issuance of Annual Contracts, 2015).

Kohn (2000) feared that any standardized testing program would narrow the scope of teacher evaluation. Sanders and others who helped develop the TVAAS system in Tennessee tried to address these criticisms. Sanders and Horn (1995) pointed out that past efforts in the use of test data were not feasible because of the cost and lack of computing power meaning that there was no way to differentiate educational influences from external factors. The advent of powerful computers and sophisticated software changed this equation. The research demonstrated that observations comprise the bulk of the evaluation process, whether the principal or others conduct them. New research (Sanders and Rivers 1996) shows that data-driven evaluations are gaining acceptance

In regard with factors affecting the evaluations of instructor performance, the literature indicated that there are indeed a series of factors that affect those evaluations. It is therefore vital to monitor those factors so that the true performance can be evaluated. Such factors are average grade of the taught course (Germain and Scandura (2005), Ellis, Burke, Lomire and McCormack (2003), Feldman (1976), Norvilitis and Zhang (2009)), instructor enthusiasm and charisma (Ware & Williams (1975), Ware & Williams (1977), Naftulin, Ware and Donnelly (1973)), workload (H.W. Marhs (1980), H.W. Marsh (1982)), expected grade for the taught course (H.W. Marsh (1980), H.W. Marsh (1982)) and class size (Frey (1978), Bausell and Bausell (1979), Ellis, Burke, Lomire and McCormack (2003)). Although some of those factors are difficult to monitor, an evaluation should take them into account whilst assessing a certain instructor for a certain course. Without controlling for those factors, evaluations offer little information about an instructor’s true performance (Stapleton, R. J., & Murkison, G. (2001)).

In order to determine whether or not the teaching event was a success, and thus whether it should be repeated and if/how it should be adjusted, it