Jd Parker Feedback Case Study

This is a lot about creating the safe and secure environment for feedback. On top of this, you need to ensure you don’t just reward positive feedback. Whether or not you receive negative or positive feedback, employees need the input is welcomed.

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 &

Assessing is a crucial component of education that informs teachers on individual development and understanding (Booker, Bond, Sparrow

The techniques used in evaluating effectiveness of teachers have changed over time together with the definition of effective teaching. These changes have been brought by increased federal and state supervision of accountability of teachers both in schools and in class. Most researchers concede that good teaching is crucial and a key factor in improving students performance. However, researchers have not agreed on the best way of measuring teachers’ effectiveness, because there is no consensus on what constitutes an effective tutor. Some of the traditional methods that have been employed in measuring teachers’ effectiveness include classroom observations meant to compare tutoring practices against certain standard measures (Gay, Mills &

Teacher evaluation is one of many responsibilities required of administrators in a school setting, but it is an important one. Teachers know that providing their students with meaningful feedback improves student learning. Similarly, administrators who provide teachers with meaningful feedback improve the professional practice of those teachers.

I think my Interactive Read Aloud lesson and planning out my guided reading lessons have helped me to improve in the assessment area on the Ohio Teacher Evaluation System. In my first reflection I put myself at the developing level after my running record. I feel that after lesson planning a lot more I have moved up to the skilled level. One of the points says, “The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly.” I have done fluency, phonemic awareness, vocabulary, comprehension, and writing assessments with my guided reading group. These assessments have helped me plan my guided reading lessons to work on students’ weaknesses. For my first week of guided

Administration teams must carefully monitor the progress of the stakeholders in regards to implementing improvement strategies. There are many methods that can be used to effectively and reliably measure the implementation process in nonthreatening and growth encouraging ways. Leadership teams can host formal and informal interviews, they can initiate peer reviews and PLC groups that actually look at student work, as well as do walkthroughs and formal observations. Unfortunately, sometimes classroom evaluations are seen as judgemental and threatening instead of as learning opportunities. However the implementation processes are monitored, clear and open communication is critical. Leaders must communicate with their staff and talk about the fact that change is not an event, but a process, and that the data that is being collected will be used to help the entire community grow. Teachers need to feel supported and heard-- not judged or criticised. It is important to recognize the difference between an assessment for performance and an evaluation for

Feedback has plenty of benefits for any business, but the type of feedback culture you create is also an important part of a successful feedback culture. You shouldn’t just spit out feedback to employees without a proper coherent structure.

Most principals and teachers would agree that our current teacher evaluation system is not helping teachers grow as educators. Many teachers agree that when they get evaluated, is at the end of the school year for end of the year evaluation. At that time, teachers are only thinking about summer and packing up the classroom. Even if they receive feedback, they are likely to put it off until next school year, which they hardly come back to and reflect. This current system doesn’t do a great job at actually providing feedback to and improving the instruction of students. It seems that each year, districts are working on improving the evaluation system and also include ways to access student learning. For example, our school district will start using student data from test scores as part of our evaluation. As teachers are now evaluated based on student test scores, one needs to take into account other factors. These factors include the following: class sizes, previous student teachers, have the students attended summer school, students peer culture, students’ abilities and health, and the test that is used to measure students. These are only a few factors to consider, as well as others.

Picture a school in an urban district that has been struggling for years and now is an “F” school. Now, imagine the success of the school in a professional way and being recognized for improving your skills. One of the most critical aspect of education is the success of Professional Development. The primary focus of a successful school is student learning and the effectiveness and the responsibility of administration. This is a necessity of the facilitator, a teacher lead, one that uses strategies to focus on the professional development that allows the educator to experiment with instructional practices.

The benefits to students and teachers of using effective teaching strategies are numerous and include student teacher bonding, high student learning, and less teacher burn stress. Four articles have been reviewed, here, that span twenty years time. Issues of concern twenty years ago are still an issue facing teachers and administrators today. McLaughlin and Talbert (1993) indicated there was a need to reform content twenty years ago. Fear and the inability of students to recognize teacher feedback as helpful are stumbling blocks students face every day (Black & William, 1998). “...Assessment is often viewed as something in competition with teaching, rather than as an integral part of teaching and learning” according to Heritage's (2007, p. 140) Phi Delta Kappan article. These roadblocks have become paving stones for new teachers today. Observation assessments completed, show Professional Development has a positive correlation to students learning an teacher effectiveness (Allen, Gregory, Mikami, Lun, Hamre, & Pianta, 2013).

The best feedback experience was when I went into our tax VP’s office to discuss an issue on a state return. Besides answering my questions, he provided me a few sentences of informal feedback. He said that since the questions I raised did not have any tax effect, I should not be spending time on these issues. Moreover, he pointed out that I had to crank out each return faster due to the fact that we had to file all 50 returns by October 15, 2015. The whole conversation lasted less than 5 minutes. Even though it was an unpleasant conversation at that time, I valued this incident as my best feedback experience stemming from the fact that I was capable of recognizing my emotion, accepting

Considering that seeking and delivering feedback is important for individuals and the organization, I wanted to further discuss the issue and asked him: “What are the sources of feedback in your organization?” Mr. Luo explained that managers, such as him, received feedback from supervisors, peers, and subordinates; sales persons received feedback from managers, peers, as well as customers. This practice conforms to multisource feedback, also known as 360-degree feedback in our textbook. Did he have safeguards to make multisource feedback safe and effective? Mr. Luo explained that every three months, the organization would evaluate each employee and seek feedback from the boss, immediate supervisor, and common staff as well as customers. The feedback is made anonymous to protect the safety of employee with less power and the evaluation result is confidential to save face of recipients. The textbook also emphasizes that anonymity is essential for the honesty and usefulness of the feedback.

Evaluations and observations are piece of an administrators job desription that require a large time commitment, in return provide the biggest reward. The observation process takes dedication to providing the most valuable feedback to the teachers that are being observed. The feedback provided can help shape and develop teachers in their craft. When teachers and administrators go through the observation process it truly should be a tool for both. The teacher should be provided feedback about strengths and weaknesses, while the administrator should take pieces that will led the vision or direction of the school. Administrators should not only be aware of their states observation requirements, but other states as well because of the movement of teachers and ideas to implement within the school. Administrators should also continue to research and study best practices, this provides administrators ideas of what to look for and suggestions in post-observation meetings.

Over the last decade, the United States has fallen behind in world education rankings while other first world countries have improved. The call for education reform in America is greater now than ever before. However, unlike previous reform, experts are looking at how teacher performance is evaluated rather than making evaluation more frequent (Ripley). Traditionally, teacher performance is evaluated based on student test-score improvement, principle sit-in evaluations, and, in some cases, an analysis by an outside observer. This evaluation alone doesn 't provide a reliable representation of a teacher 's performance throughout the school year. Recent research shows a more accurate evaluation can be made from what students have to say about their teachers. Since students spend countless hours with their teacher, they have reliable insight very useful for an evaluation. A teacher performance survey is distributed during class to gather student intuition. Teacher assessment is made based on the results of this survey. I believe student surveys are beneficial to the learning process and should be used to evaluate teacher performance.