Quality And Methods Of Teaching

As a teacher I am responsible for the evaluation of course work and all aspect of the learning process to gauge whether improvements can be made. Throughout the process I must make sure that the course is delivered with quality and professionalism and continually assess my own teaching style and course delivery. As a teacher I will need to evaluate the course and delivery throughout the course duration to enable continuous improvement of my teaching and the impact that it is having on my learner.

Both Cook et al. (2007) and Gojkovic (2007) suggest future validation of the rating scale should involve observation of student-teacher interactions. They also suggest rewording the prompts in order to yield greater variance in the teacher ratings. Further research opportunities are also used to determine the reasons for teacher ratings of indifference toward included students

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

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

A teacher’s strategy to get their subject across to their students is the most important thing to remember when they are being evaluated. Robert Marzano

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.

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

They also examined behavioral differences of teachers in relationship to training differences (Line 190). In the second study, they examined the effects of AC versus TC teachers on the achievement outputs of their students. The treatments previously discussed in relationship to study 1 remain the same in Study 2. The sample, instrument, data collecting, and statistical analysis all differ (Line 370). The third study was qualitative. They conducted it to gain insight into AC and TC teachers’ perceptions of their teaching abilities (Line 475).

Prior to the 1980s, research was primarily focused upon the difficulty experienced in defining and measuring quality teaching (Cohen and Murnane, 1985). Due to the inability to find reliable and valid definitions and measures of teacher quality, staff dissatisfaction and dissension was experienced when using merit pay plans (Murnane & Cohen, 1986). In addition,

For the purpose of this research activity, I wanted to focuses on Missouri and California. I have worked at both states, and have found both states to have their own systems for evaluation teachers, but at the same time they are very similar. Both states, like many other states, agree that our previous evaluation systems have not helped teacher grow to their potential. Both evaluation systems as set in place to help teachers grow, improve their practice, allow them to grow professionally, and overall enhance student learning. The purpose of having an evaluation system is to ensure we see higher student learning. Both states aim to use their evaluation process with helping teachers become professional educators who can have the tools necessary to work on student academic growth.

Secondly, improved quality of teaching and learning is encouraged through the use of qualified and

After watching the video of Linda Darling-Hammond’s presentation, it was evident that she possesses a broad knowledge of the necessary components that are essential for quality teacher evaluation to take place. She reiterates that effective teachers implement diversified instruction, engage and build on students’ prior knowledge, and provide clear standards with constant feedback for their students. Key points from the video that stood out included the 5 approaches that make things worse when evaluating teachers. These include 1) focusing evaluation entirely after entry, 2) focusing on ranking teachers rather than improving teachers, 3) making decisions substantially based on value added state test scores, 4) putting all the weight on the school

A teacher is one of the noblest professions there are. It is also very well one of the most criticized professions there are. If we are talking about a school teacher, then evaluating their effectiveness becomes, sadly, a fairly narrow scale. Because of standardization, the results of students test scores is the primary evaluation of the teacher’s effectiveness. It has also been said that test scores do not equal intelligence, so other more important characteristics

There are no major issues related to Quality Matters; I will touch upon a few of the design issues that came up during the review.

It is possible for accurate feedback to be a powerful resource in efforts to improve teaching and learning. Nevertheless, feedback that classifies the observed practices incorrectly is likely to involve a considerable opportunity cost for teachers as well as students (Iqbal, 2013). Notably, in 2009, a report by the name The Widget Effect was released by The New Teacher Project (TNTP). The report exposed the prevailing teacher evaluations as both infrequent and largely subjective (Jerald, 2012). Similarly, the attention towards the effectiveness of teacher evaluation is fairly new after decades of using teacher evaluation tools that have been noted to provide little or no useful information regarding the technical core of teaching (Harris, Ingle and Rutledge, 2014). Consequently, the tools often yielded inflated performance ratings that would not be taken with the seriousness necessary to inform basic personnel decisions (Jerald, 2012). It was observed that, despite relying mostly on direct observations made on teachers’ practices, they provided little, if any, useful feedback that can inform teachers’ improvement (Jerald, 2012). Thus, in adopting new evaluation system, there is a common problem in school systems as to the way to ensure that the observers’ coaching and feedback are free from significant classification errors and are largely based on judiciously accurate judgment regarding a lesson.