Using Teacher Evaluation Tools For Teaching And Learning Essay

In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests:

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.

Firstly, I will write an essay on which I will describe how assessment and feedback fit into my own teaching practice.

The function of assessment in learning and development is to provide a measure for the learners progress.

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

Assessment is all about making judgements. A major argument for involving students in self and peer-assessment is that it helps them to develop the ability to make judgements, in particular about themselves and their work. This is an important life skill as well as an academic one.

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

Although the same rubric is used for teacher observations, evaluators can differ in their style of rating and what expectations they have for the teacher. This causes an inconsistency between the evaluation of teachers in the same building, let alone in different districts. There are parts of the rubric that are up for interpretation, so there is no way for all evaluations to be scored in the same way. This evaluation can also put a lot of pressure on a new teacher who is unsure of what is expected and may not feel completely comfortable within the job as a first year teacher. A “needs improvement” rating should not be considered unsatisfactory if the teacher is willing to improve and work towards goals set by him or her or the

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.

Q6: List 5 ways in which you can demonstrate your ability to prioritise competing demands to achieve your team’s organisational goals.

| Its time consumingYou might not get anything out of the observation.Example: you could be there observing for an hour and all that might have happened is the learner served one customer.

Across the United States, policymakers determine evaluation systems for public school educators. Used as a tool for increasing teacher effectiveness and accountability, teacher evaluation systems vary from state to state as determined by individual state departments of Education. According to Sergiovanni & Starrat (2002), the role of the evaluation process is important in developing teachers’ instruction, which should contribute to academic achievement of students. Evaluation should provide meaningful feedback to teachers, to improve instructional practices and support learning (Kelley and Maslow, 2012).

It has come to my attention that teachers need some work on the way they teach, just how students need to work on their struggles. In order to find out where the teachers need some work we will need to grade to them. We can do this by having students answer a series of questions, like a survey, questions like do you feel comfortable around teacher, does your classroom feel like a family ect. . So I think teachers should be graded too.

The paper will examine and appraise a teaching session that I planned and implemented as a nursing student on a cardiology ward, in the form of a reflection what? So what? Now what? (Bortons, 1970). The aim of the teaching session is to provide up to date and relevant information to enable individuals to make an informed choices on there nutritional intake.

Assessment enables educators to provide feedback to their learners, this in turn promotes self-evaluation by the learner, as they use the assessment feedback to scrutinise and make judgements about the quality of their work (Spiller, 2009:6 & 7).