This slide contains the procedure on how to develop a teacher performance appraisal

1. Developing a Teacher Performance
Appraisal
Carlo Magno, PhD.
crlmgn@yahoo.com

2. Advance Organizer
• Standards of Assessment – SABER Model
• Developing the Teacher performance appraisal
• Implications of assessing teacher performance

3. What is a good system of Assessment?
• System Assessment and Benchmarking for
Education Results (SABER)by the World Bank
Enabling Context
Policy framework with which assessment is carried out
System Alignment
Is the assessment aligned with standards?
Assessment Quality
Technical quality of instruments

4. Teaching Framework
• Curricular Framework for
HEIs: Outcomes-Based
Education
• Handbook on typology,
outcomes-based
education, and
institutional
sustainability: indicates
the use of Learner-
centered teaching for
the Teaching Learning
System.

5. Developing the Teacher Appraisal
• 1. Identify the content domains
• Select a teaching framework
• The teaching framework should define the
specific factors or subscales or components of
teacher performance.
• Faculty needs to be oriented and trained
• Guide in writing the items

6. Teaching Framework
• National Competency-Based Teaching Standards
(Basic Education)
• Ignatian Pedagogy (ADMU)
• Transformative learning (DLSU)
• Danielson’s Components of Professional Practice
and LCP (DLS-CSB)
• Multicultural Teaching Framework (UP, Diliman)
• TIP – Biggs Model on Deep Approach to learning

7. Teaching Frameworks
• Marzano’s teacher evaluation model (Marzano et al.,
2011)
• Danielson’s components of professional practice
(Danielson, 2013)
• Learner-centered teaching framework (McCombs,
1999, 2003)
• National Competency Based Teaching Standards
(DepEd)
• Transformative Learning (Mezirow, 1991, 2001)
• Teaching Excellence Rating Scale (Stempler et al., 2012)

8. The Marzano Teacher Evaluation
Model
• The Marzano Teacher Evaluation Model is a progressive
model intended to improve and assess the domains
directly related to student achievement (Marzano,
2007; Marzano & Brown, 2009; Marzano, Frontier &
Livingston, 2011).
• The model includes four domains;
– Classroom Strategies and Behaviors
– Preparing and Planning
– Reflecting on Teaching
– Collegiality and Professionalism
*are defined by recommended tasks, design questions,
and descriptions of success (Marzano, 2013).

9. The Marzano Teacher Evaluation
Model
• Domain 1: Classroom Strategies and
Behaviors
D1 Segments Involving Routine Events
Design Question: What will I do to establish and communicate learning goals,
track student progress, and celebrate success?
Element 1: Providing clear learning goals and scales (rubrics)
Element 2: Tracking student progress
Element 3: Celebrating success
Design Question: What will I do to establish and maintain classroom rules and
procedures?
Element 4: Establishing and maintaining classroom rules and procedures
Element 5: Organizing the physical layout of the classroom

10. The Marzano Teacher Evaluation
Model
D1 Segments Addressing Content
Design Question: What will I do to help students effectively interact with new knowledge?
Element 6: Identifying critical information
Element 7: Organizing students to interact with new knowledge
Element 8: Previewing new content
Element 9: Chunking content into “digestible bites”
Element 10: Helping students process new information
Element 11: Helping students elaborate on new information
Element 12: Helping students record and represent knowledge
Element 13: Helping students reflect on their learning
Design Question: What will I do to help students practice and deepen their understanding of new knowledge?
Element 14: Reviewing content
Element 15: Organizing students to practice and deepen knowledge
Element 16: Using homework
Element 17: Helping students examine similarities and differences
Element 18: Helping students examine errors in reasoning
Element 19: Helping students practice skills, strategies, and processes
Element 20: Helping students revise knowledge
Design Question: What will I do to help students generate and test hypotheses about new knowledge?
Element 21: Organizing students for cognitively complex tasks
Element 22: Engaging students in cognitively complex tasks involving hypothesis generation and testing
Element 23: Providing resources and guidance

11. The Marzano Teacher Evaluation
Model
D1 Segments Enacted on the Spot
Design Question: What will I do to engage students?
Element 24: Noticing when students are not engaged
Element 25: Using academic games
Element 26: Managing response rates
Element 27: Using physical movement
Element 28: Maintaining a lively pace
Element 29: Demonstrating intensity and enthusiasm
Element 30: Using friendly controversy
Element 31: Providing opportunities for students to talk about themselves
Element 32: Presenting unusual or intriguing information
Design Question: What will I do to recognize and acknowledge adherence or lack of adherence to rules and
procedures?
Element 33: Demonstrating “withitness”
Element 34: Applying consequences for lack of adherence to rules and procedures
Element 35: Acknowledging adherence to rules and procedures
Design Question: What will I do to establish and maintain effective relationships with students?
Element 36: Understanding students’interests and backgrounds
Element 37: Using verbal and nonverbal behaviors that indicate affection for students
Element 38: Displaying objectivity and control
Design Question: What will I do to communicate high expectations for all students?
Element 39: Demonstrating value and respect for low-expectancy students
Element 40: Asking questions of low-expectancy students
Element 41: Probing incorrect answers with low-expectancy students

12. The Marzano Teacher Evaluation
Model
• Domain 2: Planning and Preparing
D2 Planning and Preparing for Lessons and Units
Element 1: Planning and preparing for effective scaffolding of information within lessons
Element 2: Planning and preparing for lessons within a unit that progress toward a deep
understanding and transfer of content
Element 3: Planning and preparing for appropriate attention to established content standards
D2 Planning and Preparing for Use of Materials and Technology
Element 4: Planning and preparing for the use of available materials for upcoming units and
lessons
Element 5: Planning and preparing for the use of available technologies such as interactive
whiteboards, response systems, and computers
D2 Planning and Preparing for Special Needs of Students
Element 6: Planning and preparing for the needs of English language learners
Element 7: Planning and preparing for the needs of special education students
Element 8: Planning and preparing for the needs of students who come from home
environments that offer little support for schooling

13. The Marzano Teacher Evaluation
Model
• Domain 3: Reflecting on Teaching
Evaluating Personal Performance
Element 1: Identifying specific areas of pedagogical strength and weakness within Domain
1
Element 2: Evaluating the effectiveness of individual lessons and units
Element 3: Evaluating the effectiveness of specific pedagogical strategies and behaviors
across different categories of students
Developing and Implementing a Professional Growth and Development Plan
Element 4: Developing a written growth and development plan
Element 5: Monitoring progress relative to the professional growth and development plan

14. The Marzano Teacher Evaluation
Model
• Domain 4: Collegiality and Professionalism
D4.Promoting a Positive Environment
Element 1: Promoting positive interactions about colleagues
Element 2: Promoting positive interactions about students and parents
D4 Promoting Exchange of Ideas and Strategies
Element 3: Seeking mentorship for areas of need or interest
Element 4: Mentoring other teachers and sharing ideas and strategies
D4 Promoting District and School Development
Element 5: Adhering to district and school rules and procedures
Element 6: Participating in district and school initiatives

15. Danielson’s Components of
Professional Practice
• Danielson’s Framework for Teaching pinpoints
those characteristics of a teacher’s duties that
have been documented through theoretical
research and scientific studies on improving
student learning.
• These duties seek to define what knowledge
should teachers have and should be able to do
in the application of their profession
(Danielson, 2013)

16. Danielson’s Components of
Professional Practice
• Domain 1: Planning and Preparation
– Demonstrating knowledge of content
and pedagogy (3)
– Demonstrating knowledge of
students (4)
– Selecting instructional goals (4)
– Demonstrating knowledge of
resources (2)
– Designing coherent instruction (4)
– Assessing student learning (3)
• Domain 2: The Classroom Environment
– Creating an environment of respect
and rapport (2)
– Establishing a culture for learning (3)
– Managing classroom procedures (5)
– Managing student behavior (3)
– Organizing physical space (2)
• Domain 3: Instruction
– Communicating clearly and
accurately (2)
– Using questioning and discussion
techniques (3)
– Engaging students in learning (5)
– Providing feedback to students (2)
– Demonstrating flexibility and
responsiveness (3)
• (4) Domain 4: Professional
Responsibilities
– Reflecting on teaching (2)
– Maintaining accurate records (3)
– Communicating with families (3)
– Contributing to the school and
district (3)
– Growing and developing
professionally (2)
– Showing professionalism (3)

17. Learner-Centered Teaching
Framework
• The instructional practices examined are based on the
learner-centered psychological principles (LCPs) of the
American Psychological Association (1997).
• Students are viewed as active participants in learning and
co-constructors of knowledge (McCombs, 1999, 2003).
• Teachers are encouraged to take their students’ individual
and developmental characteristics into account when
planning lessons.
• Learning activities help promote the development of
conceptual understanding and higher-order thinking skills.
• Opportunities for ‘‘authentic’’ learning are evident, and
learning activities are adapted to differences in students’
linguistic, cultural, and social backgrounds.

18. Learner-Centered Teaching
Framework
• (1) The learners are included in the
educational decision making process;
• (2) Diverse perspectives of learners are
encouraged;
• (3) Individual differences of the learners are
accounted for and respected; and
• (4) Learners are co-creators of the teaching
and learning process.

19. Learner-Centered Teaching
Framework
• McCombs (1999) have developed the Assessment for Learner-
centered Practices and the subscales include:
• Encourages Positive Relations - the ability to develop positive
interpersonal relationships with students and the instructor’s
ability to value and respect students as persons.
• Honor’s Student Voices – The teachers appreciates the
learners point of view, gets feedback from students and
provides freedom for students to raise their ideas.
• Promotes Higher Order Thinking Skills - the instructors ability
to encourage students to monitor their own learning process
• Adapts to Individual Differences and Developmental
Differences - the ability to be flexible in order to address
students’ needs.

20. National Competency-Based Teaching
Standards
• These competencies were created to set
standards on a set of behaviors, attitudes and
skills that each teacher must have.
• These standards enable teachers to carry out
better performance on their teaching.
• The NCBTS is anchored on the core values of
Filipino teachers, and the principles of
effective teaching and learning.

21. National Competency-Based Teaching
Standards
• (1) Social Regard for Learning.
– Teachers as positive role models.
– Describes the social interaction of teachers with students.
– The teacher’s actions demonstrating value for learning.
• (2) Learning Environment. Providing a social, psychological and
physical environment within which all students, regardless of their
individual differences in learning, can engage in the different
learning activities and work towards attaining high standards of
learning.
– (2.1) The teacher creates an environment that promotes fairness,
– (2.2) The teacher makes the classroom environment safe and
conducive to learning,
– (2.3) The teacher communicates higher learning expectations to each
learner,
– (2.4) The teacher establishes and maintain consistent standards of
learners’
behavior.

22. National Competency-Based Teaching
Standards
• (3) Diversity of Learners. Teachers can facilitate the learning process even
with diverse learners, by recognizing and respecting individual differences
and by using knowledge about their differences to design diverse sets of
learning activities to ensure that all learners can attain the desired
learning goals.
– (3.1) the teacher is familiar with learners’ background knowledge and
experiences,
– (3.2) the teacher demonstrates concern for holistic development of learners.
• (4) Curriculum. These elements include the teacher’s knowledge of
subject matter and the learning process, teaching-learning approaches
and activities, instructional materials and learning resources.
– (4.1) the teacher demonstrates mastery of the subject,
– (4.2) the teacher communicates clear learning goals for the lessons that are
appropriate for learners,
– (4.3) the teacher makes good use of allotted instructional time,
– (4.4) the teacher selects teaching methods, learning activities and
instructional materials or resources appropriate to learners and aligned to
objectives of the lesson.

23. National Competency-Based Teaching
Standards
• (5) Planning, Assessing, and Reporting. The alignment of assessment and
planning activities. The use of assessment data to plan and revise
teaching-learning plans; integration of assessment procedures in the plan
and implementation of teaching-learning activities, and reporting of the
learners’ actual achievement and behavior.
– (5.1) The teacher communicates promptly and clearly the learners’ progress to
parents, superiors and to learners themselves,
– (5.2) the teacher develops and uses a variety of appropriate assessment
strategies to monitor and evaluate learning,
– (5.3) the teacher monitors regularly and provides feedback on learners’
understanding of content.
• (6) Community linkages. The ideal that classroom activities are
meaningfully linked to the experiences and aspirations of the learners in
their homes and communities.
• Teachers’ efforts directed at strengthening the links between schools and
communities to help in the attainment of the curricular goals.
• There is only one subdomain, that is, the teacher establishing learning
environments that respond to the aspirations of the community.

24. National Competency-Based Teaching
Standards
• (7) Personal Growth and Professional
Development. Emphasizes the ideal that teachers
value having a high personal regard for the
teaching profession, concern for professional
development, and continuous improvement as
teachers.
– (7.1) The teacher takes pride in the nobility of
teaching as a profession,
– (7.2) the teacher builds professional link with
colleagues to enrich teaching practice,
– (7.3) the teacher reflects on the extent of the
attainment of students’ learning goals.

25. Transformative Learning Models
• The transformational learning theory states that there are
several necessary processes and conditions that can create
paradigm a change or shift of perspective with learners.
• In Mezirow’s original theory of transformative learning
there are three common themes that are at the center of
the theory
– (1) experience,
– (2) critical reflection and,
– (3) rational discourse in the process of meaning structure
transformation (Mezirow, 1991).
• As the theory evolved many other researches have added:
– (4) a holistic orientation,
– (5) awareness of context, and
– (6) authentic relationships (Taylor, 1998).

26. Transformative Learning Models
• 1) Experience - It is the “disorienting dilemma”, or the experience itself that provides the catalyst for
critical reflection. In order to successfully move to the next phase, learners must identify the
limitation of their perspectives.
• 2) Critical Reflection - To question the reliability or integrity of deeply held beliefs and assumptions
based on prior experience. To revise and revisit their underlying beliefs and assumptions and adopt
a new model or paradigm and use this to actively generate new knowledge when they go through a
disorienting event.
• 3) Dialogue
• Rational discourse through dialogue (Taylor, 1998, 2007). Being exposed to alternatives promotes
the questioning of beliefs and values, and when this leads to a paradigm shift, they have been
involved in transformative learning.
• 4) Holistic Orientation
• To effectively engage in expressive ways of knowing teachers have to create a learning environment
conducive to whole person learning. Expressive ways of knowing gives a means of arousal better
experiences of exploration, assisting learners become aware of their relationship to sense making,
feelings, and to contextualize them.
• 5) Awareness of Context
• According to Sammut (2014) the teacher has to develop a deep understanding and appreciation of
the socio-cultural and personal factors that have an influencing role in the process of transformative
learning.
• 6) Authentic Relationships
• Cranton (2006) suggests that fostering transformative learning is largely determined by establishing
genuine and meaningful relationships. Studies suggests that by creating trusting relationships
learners cultivate the confidence to face learning on an emotional level, where transformation could
be at times be seen as an emotionally charged experience and threatening.

27. Teaching Excellence Rating Scale
• The model looks at the impact of situational
factors and assumes that there are specific
practices and instructional strategies that work
better in different settings than in others (Cole,
2008; Gregory & Chapman, 2007).
• This approach gives emphasis on the cultivation
of pedagogical skills and content knowledge
(Shulman, 1986).
• The rating scale is composed of two dimensions;
– pedagogical orientation and social orientation (The
Exploratory factor analysis of Stemler et al. , 2012)

28. Teaching Excellence Rating Scale
• Pedagogical Orientation
– Conti (1978) defines pedagogical orientation as the student-centered
orientation which is categorized as seven separate constructs:
– Learner-Centered Activities
– Personalizing instruction
– Relating to experience
– Assessing student needs
– Climate building
– Participation in the learning process
– Flexibility for personal development
• Social Orientation
– Stemler et al. (2012) recognized the importance of social skills in the
practice of teaching. This factor have items in the scale such as;
– “models appropriate behavior” and
– “communicates effectively with students”.

29. Teaching Frameworks
• Marzano’s teacher evaluation model (Marzano et al.,
2011)
• Danielson’s components of professional practice
(Danielson, 2013)
• Learner-centered teaching framework (McCombs,
1999, 2003)
• National Competency Based Teaching Standards
(DepEd)
• Transformative Learning (Mezirow, 1991, 2001)
• Teaching Excellence Rating Scale (Stempler et al., 2012)

30. Developing the Teacher Appraisal
• 2. Define the purpose of Assessment
• Formative – conducted continuously across
the semester to help the faculty improve his
or her teaching
• Summative – conducted at the end of the
semester or school year
• Evaluative – Use results to make decisions
and judgment about the faculty

31. Developing the Teacher Appraisal
• Variations
– Student rating the teacher
– Peers rating the teacher
– Rating for demonstration Teaching

32. Developing the Teacher Appraisal
• 3. Item writing
– Contextualize the contents to the school culture
and Filipino culture
– Practices in manifested in the item should be
relevant and feasible given the facilities used for
teaching
– The manifestations should directly be observable

33. Developing the Teacher Appraisal
• Example
• My teacher uses different visual aids to
present the lesson.
• My teacher asks questions to elicit our critical
thinking skills.

34. Developing the Teacher Appraisal
• 4. Select a response format
• Lickert Scale
– Strongly agree, agree, disagree, strongly disagree
• Verbal Frequency Scale
– Always, often sometimes, rarely, never
• Linear numeric scale

35. Developing the Teacher Appraisal
• Linear Numeric Scale

36. Developing the Teacher Appraisal
• 5. Develop directions for responding:
• Clear and concise.
• Respondents should be informed how to answer.
• When you intend to have a separate answer
sheet, make sure to inform the respondents
about it in the instructions.
• Instructions should also include ways of changing
answers, how to answer (encircle, check, or
shade).
• Inform the respondents in the instructions
specifically what they need to do.

37. 37
Developing the Teacher Appraisal
• 6. Conduct a judgmental review of items (Content
validity)
• Have experts review the items.

38. 38
Developing the Teacher Appraisal
• 7. Reexamine and revise the questionnaire
• 8. Prepare a draft and gather preliminary pilot data:
• Requires a layout of the scale for the respondents.
• Make the scale as easy as possible to use.
• Each item can be identified with a number or a letter to
facilitate scoring of responses later.
• The items should be structured for readability and recording
responses.
• In designing self-administered scales, it is suggested to make it
visually appealing to increase response rate.
• Self-explanatory and the respondents can complete it in a
short time.
• Ordering of items: The first few questions set the tone for the
rest of the items and determine how willingly and
conscientiously respondents will work on subsequent
questions.

39. 39
Developing the Teacher Appraisal
• 9. Analyze Pilot data:
• The responses in the scale should be recorded using a
spreadsheet.
• The numerical responses are then analyzed.
• The analysis consists of determining whether the test is
reliable or valid.
• Internal consistency – Cronbach’s alpha
• Factorial Validity – Confirmatory Factor Analysis (CFA)
• Predictive Validity – Pre-employment assessment used to
predict the results of the teaching performance

40. Developing the Teacher Appraisal
• 10. Revise the Instrument:
• The instrument is then revised because items
with low factor loadings are removed
• Items when removed will increase Cronbach’s
alpha.
• 11. Continuous Data Gathering and revision
• 12. Write the technical manual and manual of
administration

41. Utilizing Teaching Assessment Results
• Implications:
– Faculty training (TNA)
– Utilizing teacher performance results to decide on
the teachers status.
– Faculty promotions on their ranks
– Faculty rankings
– Criteria for movement on faculty rankings
– Faculty manual

42. Workshop
• Accomplish the checklist
• Rate the existing teaching appraisal
• Present the ratings per group