Teacher evaluations as pathways for professional growth

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See how teacher teams transformed an old evaluation system relying on sole administrator observations to one that incorporates comprehensive, meaningful reviews that involve multiple measures of teacher performance designed to promote teacher learning and growth.

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Teacher evaluations as pathways for professional growth

  1. 1. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.TitleBodyEvaluations serveas pathways forprofessional growth
  2. 2. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.This presentation is a supplementto the full article. Download moreinformation, resources, and tools tohelp you implement these ideas inThe Learning System (Winter, 2013).Available at www.learningforward.org/publications/learning-system.Download the article andaccompanying toolsFor teachers in at least six New York districts,evaluations mean a lot more now than a piece ofpaper filed away in a manila folder in the mainoffice. These educators are using evaluations tomark the path of professional growth in a newsystem created by teachers for teachers.The New York State United Teachers associationbegan work that would lead to the Teacher Evaluation andDevelopment system, known as TED, even before the 2009Race to the Top and the federal School Improvement Grantprograms spurred district and state initiatives across thenation to overhaul how teachers are evaluated. Teams ofteachers and district administrators from six districts — Al-bany, Hempstead, Marlboro, North Syracuse, Plattsburgh,and Poughkeepsie — came together over several years toresearch and design a new strategy, supported by grantsfrom the American Federation of Teachers and the U.S.Department of Education.The intent, according to Carolyn Williams, educationalservices and project coordinator for New York State UnitedTeachers, was to involve teachers in creating evaluationsthat would develop into meaningful dialogues and plans forcontinued professional learning. Past evaluations, she said,had not provided constructive feedback that teachers coulduse to take action.“There was clear agreement that the old teacher evalu-ation system had no impact in terms of helping teachers intheir practice,” Williams said. “Most teachers received nosupport to develop their own effectiveness and capacity. ”The teams set out to transform the old system of evalu-ation that involved sole administrator observations, whatsome termed “subjective drive-by evaluations,” to morecomprehensive, meaningful reviews that involve multiplemeasures of teacher performance and are designed to pro-mote teacher learning and growth.“TED’s strength is that it brings practitioners in toanalyze their own practice, which is the critical componentto making instructional shifts,” Maria Neira, the union’svice president, said in a statement.Develop an approach that DrivesimprovementWilliams said the first need before developing a differ-THE LEARNINGsysteminside• Implementation: The second dimension of professional learning, p. 2• Addressing diversity requires transparency, fidelity, and modeling, p. 3• Tool: Personal learning plan, p. 6• Tool: Teacher evaluation and development process, p. 7Winter 2013Vol. 8, No. 2Continued on p. 4By valerie von FrankEvERy EducAToR ENGAGEs IN effecTIVe ProfessIoNAl leArNINg eVery dAy so eVery sTudeNT AchIeVesYour membership in learning Forward gives you access to a wide rangeof publications, tools, and opportunities to advance professional learning forstudent success. Visit www.learningforward.org to explore more of yourmembership benefits.Evaluations serveas pathways forprofessional growthTeacher-led teams help build evaluationsystem that promotes learning
  3. 3. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.How the New York State United Teachersassociation led teams of teachers and districtadministrators in researching and designing anew teacher evaluation system that includesmeaningful dialogues and plans for continuedprofessional learning.
  4. 4. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.Have clear standards to define effectiveteaching.Create a rubric for evaluation that meets staterequirements for performance reviews.Use specific, measurable, observable behaviorsthat demonstrate effective teaching practices.Develop an approach thatdrives improvement
  5. 5. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.Teachers analyze their own practices, objectives,and beliefs, to discuss with an evaluator andpeers.Example questions:• How do my plans for this year reflect thespecific needs of my incoming students?• How has any recent professional learninginformed my understanding of teaching andlearning for this year?Establish constructiveself-reflection
  6. 6. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.Pre-observation conference with the evaluator:• Teacher’s self-reflection.• Lesson plan.• Student learning objectives.• Instructional strategies.• How above elements relate to specificteaching standards.Include multiple measures
  7. 7. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.At least one formal observation, possibly two,followed by a post-observation conference.Evidence: interactions, procedures, pacing,instructional and questioning strategies, etc.Provide evaluators professional learning incollecting data and structuring meaningfulconversations about the evidence and ratings.Include multiple measures
  8. 8. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.Determine learning opportunities the teachermay have to advance practice.Tie individual goals to school and district goals.Outline specific professional learning and how itwill be documented.Create individual learningplans
  9. 9. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.Take the information from the evaluations andhelp teachers grow and develop.Review what actions will benefit the individual.Craft the professional development arounddifferentiated needs.Incorporate evidence-basedfeedback
  10. 10. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professionalgrowth: Teacher-led teams help build evaluation system that promotes learning. TheLearning System 8(2), pp.1, 4-5.Remember that evaluations are not a“gotchasystem”to remove the ineffective educator.Build on trust
  11. 11. Learn more withLearn more about professional learning at alllevels of education with Learning Forward, aninternational nonprofit association of learningeducators:www.learningforward.orgMembership in Learning Forward gives youaccess to a wide range of publications, tools,and opportunities to advance professionallearning for student success.

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