BOOK: Linking Teacher Evaluation and Student Learning
AUTHOR: Pamela Tucker and James Stronge
* In today’s era of accountability, observations and evaluations of teachers are no longer traditional responsibilities of principals and supervisors.
* Teachers today are encouraged to take major responsibility for their own professional development. * Must have more systemically organized information on student learning to support and enhance the evaluation process. * During teacher evaluations, personal opinion and biases get in the way. For a meaningful evaluation: l. Use a more objective measure of teacher effectiveness, 2. Meaningful feedback for instructional improvement (Howard and McColskey), and 3. Have a barometer of success and motivational tools (Schmoker). “Data and results make the invisible visible, revealing strengths and weaknesses that are easily concealed.”
COMPONENTS OF TEACHER APPRAISAL
Four examples of Assessment Systems:
FIRST ASSESSMENT: Assess Teacher Quality with Student Work (Quality) Chapter 3, Oregon:
TWSM is a Methodology team. They deduced that teachers should “document a student’s learning process on outcomes desired by the teacher and taught over a sufficiently long period of time for learning to occur.” Some key words in measuring this are outlined in a nine step process: l. Define the sample of teaching, 2. Identify, 3. Assess pre-learning, 4. Align, 5. Describe context, 6. Adapt, 7. Implement, 8. Assess post-learning, 9. Summarize. Teachers then reflect on their own teaching and their effects on student learning.
SECOND ASSESSMENT: Assess Teacher Quality in a Standards-Based Environment Chapter 4, Colorado:
Standards-based evaluations, that include criterion-based tests, are measurements of student achievement using pre and post instruction measures, based on content standards. At the annual evaluation conference, “gain scores” are submitted and reviewed as...