South Dakota Teacher Effectiveness Model Analysis

The framework is composed of 4 domains and 22 components. Each component has a level of performance; unsatisfactory, basic, proficient and distinguished. The lowest score is unsatisfactory and the highest level is distinguished. The framework makes it easy for teachers to be evaluated and understand their score because it describes the performance for each component and provides possible examples for the levels of performance in all of the components. The examples show how a particular skill of teaching might look like in the classroom.

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,

This paper will analyze the strengths and weaknesses of the Teacher Keys Effectiveness System (TKES) from the perspective of a future school leader. As a future leader the main point is to understand the purpose of TKES, which is to increase achievement for all students, identify areas of strength and growth for teachers and individualize professional growth based on specific results or needs.

When looking at District Report Cards all we usually hear about is student data, not realizing that there is also teacher data reported in this document. Looking over the data as a whole the schools are pretty similar in teacher data. Attendance was at between 93% and 94%, while teacher-students ratio per 1000 students was lower than the state average in all schools. Teacher’s average pay was within $5000.00, MCSD was the lowest at $52,000.00 and CCSD being the highest at $57,000.00. Looking at teacher and principal evaluations YCSD and MCSD had no teachers with an Effective evaluation, the highest percentage of teachers fell under Accomplished in evaluations. As for principals YCSD and MCSD principals were either Accomplished or Skilled, the majority were Skilled, in all Districts. As for CCSD, they had no one Accomplished, but they did have Developing and Effective.

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

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

In 2013 the Englewood public school system adopted the Danielson framework to evaluate teachers. Prior to the Danielson framework teachers we evaluated through a district created evaluation system. The change to the Danielson evaluation too was very tumultuous as the administrator as well as the teachers had to become acclimated to the new method. Unlike the previous measurement tool Danielson divided teaching practice into four domains. Each domain address different aspects of teaching practice that once achieved is supposed to resulting in more effective teaching and higher student academic achievement. Each domain has a level

Holding educators to student performances on standardized tests is a current trend being utilized by state and local school boards, but the standards to which teachers are being held are vague and leave teachers lost on how to improve their craft. In 2013, the Bill and Melissa Gates Foundation funded a study of current teacher practices in order to identify effective strategies linked to increased student achievement. The data obtained from the study lead to discussions surrounding the current teacher evaluation process. Those discussions have led to a realization that evaluations tied to specific teacher feedback appeared to have greater impact on teacher improvement and as a result, increased student achievement (Goodwin & Hein, 2016). In the search for any artifacts involving the formalization of teacher evaluations, one article provided a guideline which state and local educational governing bodies could use when creating evaluation criteria for teachers. According to the findings cited in the article, “developing a comprehensive teacher evaluation system is far from straight forward [and] policymakers should make every effort to ensure teachers are being evaluated fairly and accurately” (Hull,

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

The School District of Monroe implemented the Educator Effectiveness System at the beginning of the 2014-15 school year. Teachers were trained on a program called Teachscape, which would house all of the information and artifacts for individual teachers, and teachers were informed if they were in the summary year. Summary year teachers had a full lesson evaluation which included a pre and post meeting with an administrator. Overall, I felt that our administrators at Monroe Middle School were very supportive and made sure everyone felt comfortable throughout the year.

An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the

Over the past 10 years, there have been significant changes to educational policies in our country. From No Child Left Behind to Race to the Top, the adoption of Common Core Standards and high stakes testing, students, teachers, and schools have been resilient and have adapted to these changes. In addition, Race to the Top also encourages reform relating to teacher evaluation. States across the country restructured their teacher evaluation models to align with policy changes to ensure that their schools would receive federal grant funding (Donaldson & Papay, 2015). Based on the Measure of Effective Teaching Project (MET), funded by the Gates Foundation, states developed teacher evaluation models that assess teachers using multiple measures that include student achievement, classroom observations, and student feedback (Gates Foundation, 2009). Various instruments are being used to measure student achievement and in turn to evaluate teachers. Value-added measures (VAM), state tests, standardized assessments, and student learning objectives (SLOs) are examples of ways states are evaluating teachers’ effectiveness. When looking specifically at SLOs, there are also variations among states, districts, schools, and teachers in how SLOs are developed and the types of measures used to evaluate student progress (CITATION). Measures for student learning objectives may include, but are not limited to, standardized assessments, state tests, vendor generated assessments, value added

Teacher-efficacy researchers extended each other’s work to develop more valid and reliable instruments In the present study Ohio State Teacher Efficacy scale (OSTES), by Megan Tschannen-Moran, A. W. (2001).was used to measure the Teacher Efficacy of primary school teachers. The OSTES addresses some of these limitations by including items that assess a broader range of teaching tasks. The three dimensions of Teacher Efficacy are Classroom Management, Student Engagement and Instructional Strategies, which represents the richness of teachers work life and requirement s of good teaching. This scale is superior to previous measures of Teacher Efficacy in that it has a unified and stable factor structure and assesses a broad range of capabilities that teachers consider important to good teaching, without being so specific as to render it useless for comparisons of teachers across contexts, levels, and subjects. Thus the three dimensions of Teacher Efficacy are discussed

The review is up-to-date although we do not know when this article was written. However, by looking at the dates of the citations, we can assume it was written within the last five years. The review hinted at establishing a theoretical framework for this study. The review addresses leadership, environment, data collection, teacher evaluations, and the desire to create a positive difference. Although the review is well organized, and the literature is analyzed in detail with an organized and thoughtful flow, it does not immediately relate to the research goal. It does discuss how to improve schools, but does not go into detail or share current research regarding Title I Improvement Plans. In fact, there is no detail or information regarding