The School Of Education Is Dedicated For Educating And Providing Support For Future Professionals

Ashlyn Edwards is an elementary school grades teacher and is licensed to teach grade levels K-6. She currently resides in Texas and has taken some time off from teaching to be with her family. Before taking the time off, Ashlyn worked in two different schools, one of which was in Georgia and the other in Kansas. In Georgia, she taught Kindergarten and in Kansas she taught grade 1. I chose to interview Ashlyn because I had met her several years ago through another friend and I found out she was a teacher at that time. Even though I had not got to know more about Ashlyn before this interview, I was hopeful that she would be able to provide me some insight into what it is like being a teacher and the ups and downs of the job. I asked Ashlyn five questions related to her job and she provided answers that not only guided me but also helped me to understand ways that I can become prepared to teach.

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 &

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

Rhonda Haus started her career in the secondary school system where she has seen and been a part of many changes. She gave a unique perspective into Regina Public Schools and highlight the systems specific goals along with their successes and failures. Underlining it all was her message to put the students and to provide the best education for all kids. These goals were measurable and attainable. Kaylan Gazda spoke about the elementary school system and her experience in a variety of grades and schools. Her time in an experimental classroom and in another country provided many challenges. However, those challenges and obstacles made her a better teacher for her current job in a split classroom. Jordan McFarlan was able to provide insight in process of building a new program in a high school from the ground up. He was able to list challenges he faced and ways to respond to those challenges. Jesamy Unger presented what is was it is like to be a student taking education and the lessons she learned throughout her journey. She gave us useful advice for our field experiences and the tip that not everything you need to know about being a teacher will be taught in school. Every member of the panel highlighted you need to make relationships and networks with students, colleagues and even

The Framework for Teaching by Charlotte Danielson has been developed through research as a guideline for current and future teacher’s professional responsibilities in and out of the classroom. Districts throughout the country are using this framework to assess and guide their teachers to build successful methods of planning and preparations, setting up the classroom environment, instruction and professional responsibilities. Each of these domains builds off of each other to form a successful learning environment. Domain 3 focuses more specifically on instruction using communication, discussions, engagement, assessments and flexibility.

At the start of my teaching career, I had many lofty preconceptions about the teacher evaluation process. Specifically, I assumed the principal would perform an informal ‘sit-in’ or two, be impressed by my obvious connection with

As a possible education major, I have researched the college's program and explored the courses provided, and am very pleased by the results. Not only do the courses peak my interest, but some of them are also the reasons why I want to become a teacher. The course “Contemporary Issues in American Education” immediately caught my attention, as the focal reason why I want to become a teacher is to improve the issues within the education

This project studied 3,000 volunteer teachers. One of the project aspects included a survey of tens of thousands of students asking them about their educational experiences. They then took those answers and compared them to test scores and alternative measures of teacher effectiveness. The researchers on this topic were able to figure out that students were superior to trained adult observers when evaluating teachers. Students were able to distinctly identify strengths and weaknesses of a teacher. They also offered advice in areas that needed

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.

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

To create a new paradigm for teacher evaluation requires identification and understanding of the key issues involved in these evaluations. Evaluations meet state mandates, teacher development, identification of ineffective teachers, and promotions. Many states mandate the career teachers are required to be evaluated once per year. This evaluation generally is in the form of a summative evaluation. A summative evaluation is not the recommended evaluation to improve teacher performance. Formative evaluations are the preferred evaluation methods used for increasing teacher performance (Glickman, Gordon, & Ross-Gordon 2009). Formative evaluations can take place over several different observations

Teacher evaluation has long been in need of an overhaul for both teachers and administration alike. Just like the educational system is no longer focused on the industrialized method of teaching (where every kid receives the same instruction the same exact way), teacher evaluation can no longer be focused on one snapshot moment of teaching. In the past teachers have been evaluated on a single moment within their classroom. The evaluation focused on a variety of topics across the state but never has focused on the improvement of the teacher. The principal would evaluate the teacher; the teacher would get the results; teaching would go on without much focus on what the teacher could or should improve, or where to go for help if needed. In August 2015, North Dakota Department of Public Instruction (DPI) set out to standardize teacher evaluation across the state to improve student achievement. The purpose of the new guidelines was to create a unified system to build high-quality teachers from evaluations and not just licensure alone. According to the ND Teacher Evaluation guidelines, the purpose of evaluations should provide: continual improvement of instruction and student outcomes; meaningful differentiation of performances; the use of multiple valid measures including data; evaluations of teachers on regular basis; provision of clear, timely and useful feedback; use results to inform improvement of teachers’ overall performance and personal decisions (Baesler, 2). The

Undertake a self-evaluation of your development as a teacher through a systematic and critical application of established frameworks describing the features of the effective and excellent educator.

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having

It is important to balance the needs of the teachers and the organization. “The core of education is teaching and learning, and the teaching-learning connection works best when we have effective teachers working with every student everyday.” ( Stronge,2002, p.1) It is also necessary to consider the psychological and financial well-being of teachers. Teacher evaluation must be designed in accordance with its broad objectives. These objectives are “accountability-oriented and