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Professional Development &
Opportunities
A Two-Pronged Approach to
Teacher Performance
Workshop at InspirED
by Ramya Venka...
Survey question 1
Q1. A teacher is unable to figure out what is the specific gap in
understanding that multiple students i...
Survey question 2
Q2. An older teacher in the school, who has been doing very well, seems to
be intimidated by a new brill...
Survey question 3
Q3. Physics was always a weak subject in your school. Over the last three years, a
new teacher has come ...
Survey question 4
Q4. There are two teachers in your school, who are doing extremely well in the
classroom, are well-liked...
Survey question 5
Q5. The students of the school need to perform a musical show. A bright
young teacher, who is great in h...
Survey question 6
Q6. One of your school teachers has earlier handled large teams and comes
with the reputation of being a...
Survey question 7
Q7. A highly enthusiastic teacher who has come from a more traditional school
setting, is struggling to ...
Survey question 8
Q8. X is a college student who has signed up to teach extra classes in Science
in your school every week...
ETS’ study captures the evaluation filters used by systems
throughout the teacher development pipeline
10
Examples
Entry t...
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EDUCARNIVAL 2014 at IIT Delhi - Professional development and opportunities a two pronged approach for teachers by Ramya Venkatraman

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EDUCARNIVAL 2014 at IIT Delhi - Professional development and opportunities a two pronged approach for teachers by Ramya Venkatraman

  1. 1. Professional Development & Opportunities A Two-Pronged Approach to Teacher Performance Workshop at InspirED by Ramya Venkataraman Centre for Teacher Accreditation (CENTA)
  2. 2. Survey question 1 Q1. A teacher is unable to figure out what is the specific gap in understanding that multiple students in her class are facing, on the topic of fractions. In the past, you have normally let her make her own formative assessments and lesson plans and she has usually done a good job. She has a good relationship with you. A. Take the initiative and suggest that she discusses with other Maths teachers in the school what formative assessment will help her B. Take no action at all; let her continue trying C. Act quickly and give her a specific formative assessment to use in the class, along with a list of insights that each question will provide D. Encourage her and be supportive of her efforts
  3. 3. Survey question 2 Q2. An older teacher in the school, who has been doing very well, seems to be intimidated by a new brilliant teacher who is always bubbling with ideas, suggestions, etc. You find that the older teacher‘s efforts have dropped and he participates less in any discussion. A. Create a structured forum where the older teacher can run a workshop for other teachers on specific areas of his interest B. Do nothing, maybe the problem will sort itself out C. Make a detailed list of areas where the older teacher‘s contributions are needed and do a check-in every few days D. Send the older teacher for a training on new pedagogical methods so that he becomes more effective
  4. 4. Survey question 3 Q3. Physics was always a weak subject in your school. Over the last three years, a new teacher has come in and completely transformed it at least for the 4 classes she takes. Students of her classes clearly love Physics, do well in the subject and have even started winning interschool Physics symposiums. However, as the new academic year starts, you find this teacher to be low energy and not putting in the same effort with her new class. This continues for a couple of months. A. Give some more time and wait to see if the teacher‘s comes back to her earlier performance. B. After a classroom observation, explain to the teacher that her class is not as interesting as it used to be and suggest alternative methods that she could use. C. Tell the teacher what exactly is needed from her for this new class and how she can take it to the same level of performance as her earlier classes. D. Understand if the teacher would like to be a coach or if she would like to network with Physics teachers in the country, etc. and create the opportunity
  5. 5. Survey question 4 Q4. There are two teachers in your school, who are doing extremely well in the classroom, are well-liked by everyone and keep themselves updated about the latest developments in education. They also get along well with each other and resolve mutual disagreements quickly. Recently, in a meeting, they have disagreed openly and heatedly regarding the use of a certain technology in the classroom. A. Involve both the teachers in reaching a solution, become a facilitator and understand where each one is coming from B. Call them in and tell them how this should be resolved; check in after a few days to see if they have reached a mutually agreeable option C. Do nothing to sort this out; instead appoint them both as heads of a task force to decide on technologies for the school D. Listen to each individual separately, coach each one on how the issue could be resolved, follow up quickly
  6. 6. Survey question 5 Q5. The students of the school need to perform a musical show. A bright young teacher, who is great in her classes, is keen to be the director of this musical. She assures you that she can handle it alone, even though she has never done something like this before. A. Give her step-by-step instructions and closely monitor her work B. Let her handle the musical on her own; after all, she is great in the classroom C. Expose her to an on-line resource on musicals, agree on a broad theme and plan to discuss her progress in a couple of weeks D. Listen to her well and tell her that you have full confidence in her; inspire her about the need to make this a great musical
  7. 7. Survey question 6 Q6. One of your school teachers has earlier handled large teams and comes with the reputation of being a good coach and manager. Other teachers in your school respect him and take his input informally. He believes that with stronger coaching, teachers in the school can be far more effective. He is willing to contribute to this if needed. A. Discuss his suggestion in detail and plan the alternative coaching plan with him step-by-step; monitor closely as he develops it B. Explain to him the pros and cons of a teacher playing coach role with other teachers, and suggest that it can be thought about later C. Meet with him, listen to his beliefs, and show your appreciation of the way he provides input to other teachers D. Give him the opportunity to play a coach role with part of his time, with an agreement to promote him to such a role based on performance
  8. 8. Survey question 7 Q7. A highly enthusiastic teacher who has come from a more traditional school setting, is struggling to learn the new methods of teaching in your school, but trying hard. However, after a recent assessment showing low levels of learning in her class, you find that her enthusiasm has dropped, she has started coming late to class, does less planning for her lessons, etc. A. Do nothing, she will recover from the disappointment of the assessments in some time and do better B. Meet with her, express your support and offer to promote her to Head of Department if she does better C. Over the next few weeks, sit with her and plan lessons in detail, visit her classes regularly and give detailed feedback, D. Send her to a training on new pedagogical methods and let her develop her own plans
  9. 9. Survey question 8 Q8. X is a college student who has signed up to teach extra classes in Science in your school every week. He has no prior teaching background. Over time, you find that his commitment levels also vary, he is usually late and your sense is he is probably interested only in mentioning this experience on his resume. A. Wait and watch; this might be a temporary phase B. Provide him with a book on Science teaching and ask him to learn about more effective methods C. Ask him about his concerns and motivation, listen to him fully D. Have a straight conversation with him on expectations and give him a list of things that he needs to do and learn
  10. 10. ETS’ study captures the evaluation filters used by systems throughout the teacher development pipeline 10 Examples Entry to teacher ed. program Evaluation of practical experience Exit from teacher ed. program Certification Hiring Evaluation of induction period Evaluation of profession- al devmt. Evaluation of probation Australia England Hong Kong Japan Korea Nether- lands Singa- pore United States1 High stakes (i.e. teacher’s career depends on it) Medium stakes Low or no stakes 1 Different by state in the US Source: “Preparing Teachers around the World”, by Educational Testing Service (ETS)

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