The document discusses teacher evaluation and its purpose of improving teaching quality. It notes that top teachers can help students gain over a year of learning while poor teachers achieve half a year. Effective evaluation focuses on continuous teacher growth, improved instruction, and setting development goals. When done well with support and feedback, evaluation positively influences teachers' satisfaction, practice, and students' outcomes. The goal is to scaffold all teachers to succeed.

1. “Stanford University economist Eric A. Hanushek, estimated that the top-performing
teachers helped students gain more than a grade’s worth of learning; students taught
by the worst achieved just half a year of learning.”
THIS IS NO ROCKET SCIENCE!
Truth is....
Every teacher wants to succeed, but they
typically lack the conditions for success.

2. Why Teacher Evaluation?
Is it for awarding, incentivizing or for eliminating
the ineffective teacher?
How do teachers see it?
How do school leaders see it?
Opportunity exists for both the school leaders and teachers to improve quality of teaching
and student performance improvement.

3. Philosophy of appraisals is about continual
quality improvement of teaching.
This means:
 continual growth and improvement of instructional staff
 an improved quality of instruction and
learning opportunities for students.
 set professional development and growth opportunities
based on professional competence of teachers

4. Highlights
• Appraisal (Teacher Evaluation)and feedback have a strong positive influence on
teachers and their work. Teachers report that it increases their job satisfaction and, to
some degree, their job security, and it significantly increases their development as
teachers.
• The greater the emphasis on specific aspects of teacher appraisal and feedback,
the greater the change in teachers’ practices to improve their teaching and leads to
further changes in teachers’ reported teaching practices.
Scaffold every teacher to Succeed!

5. A Framework for Improvement-Focused Teacher Evaluation Systems
MEASURE EFFECTIVE TEACHING
 Set expectations
 Use multiple measures
 Balance weights
INVEST IN IMPROVEMENT
 Make meaningful distinctions
 Prioritize support and feedback
 Use data for decisions at all levels
ENSURE HIGH-QUALITY DATA
 Monitor validity
 Ensure reliability
 Assure accuracy

6. DESIGNING THE APPRAISAL PROCESS
GOAL: Be clear on Goals
is to make personnel and compensation decisions
better teacher retention, improved student test scores,
increased teacher capacity
OBJECTIVE: Improve teaching and learning
DEFINE COSTRUCTS– (Measurable)
Decide what you intend to assess.
Choose from the list of Standards , criteria and competencies as constructs
to measure the teacher effectiveness.
(Refer Manual as Guidance)

7. EVIDENCE: Gather information from documents and student data on each of the opportunity
to assess effectiveness
Multiple Sources including classroom observation, student Performance scores, parent and
student rating, content tests for teachers and teacher provided evidence of work
Appraisal conclusion must be based on strong Analysis and inferences
from evidence/data.
Appraisal has to be reliable, valid and accurate!

8. MEASURING EFFECTIVE TEACHING
A. SET EXPECTATIONS IN EACH OF THE FOLLOWING DOMAINS
1. Highest Student achievement
2. Safe Learning Environment
3. Effective and Efficient Operation
Ethical relationships

9. Grades of each student
Curriculum developed assessments
Teacher-made tests
Pre and Post tests
Student Performance Data
videos,
Classroom Observation
Principal/HM rating.
Student Responsibility
(Behavior/discipline/transition) Data
Attendance
Customer Satisfaction Data Sources
Student (involvement & satisfaction)
ratings
Parent Satisfaction Data
Teacher self-evaluation
Lesson plans
Timelines/Goals
Samples of student work
Student achievement results
Grade book or grade records
Samples of parent communication
Class management plan
Discipline data (if applicable)
B. DATA COLLECTION, ANALYSIS and INFERENCING

10. D. Target based Teacher Development Plan
C. High quality feedback on specifics

11. DOMAINS/STANDARDS/ MAJOR AREAS
Curriculum, Instruction,
Assessment, and
Improvement (CIAI)
11(1.1-1.11) Criteria 7 (1.1-1.7) Criteria
.
Where competencies overlap, the criteria are clustered to avoid duplication. For example 1.3 of
highest student achievement is clustered with 2.1 of safe Learning Environment
7 (1.1-1.7)Criteria
Structure for evaluation of education in schools
Highest Student achievement Safe Learning Environment Effective and Efficient Operation
Effectively and efficiently
organize and
manage the classroom
Working and a learning climate
for all students that is safe,
secure, and respectful of diversity.
Under each criterion, further possible competencies are listed . Refer Manual

12. Meets In Progress Not Evident
A Highest Student achievement LEVELS OF
PERFORMANCE
1.1 Understands central concepts, tools of inquiry, and structure of
the discipline(s) he/she teaches and makes the subject matter
meaningful to students.
4 3 2 1
Follows curriculum calendar or provides unit, timelines for long
term planning.
Provides clear goals and objectives for lessons
Completes lesson plans aligned to expected
outcomes/standards and needs of students
Structures lessons and activities in a logical sequence
Provides clear, effective presentations of subject matter
Connects content to real world
Involves students in meaningful conversation that encourages
them to see, question, and interpret ideas from diverse
perspectives
Average Score for 1.1
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14. PRE APPRAISAL
1.Briefing the teacher on the appraisal and rating scale
2.Study lesson plan provided
3.Pre classroom observation Meeting 1-1 ( Be ready with questions to ask on
Lesson planning-objectives strategies. Record responses)
DURING APPRAISAL
1.Actual classroom observation (Be ready with the prompt that covers three
standards
2.Post observation Meeting ( Be ready with questions to be asked) Show the
differences between planning and delivery, any other like class management,
safety or student participation, strategies or aids used and their effectiveness
and record responses)
3.Mention areas possible for professional development
4.Collect teacher provided evidence to assess overall performance
POST APPRAISAL
1.Analyse Student performance data, teacher provided evidence and your
(appraiser) observations to draw valid and reliable inferences to ensure effective
measurement)
2.Plan with the appraise the targets and professional development towards
teacher Learning
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15. Measuring teaching is hard. Teaching is a complex interaction among teachers,
students, and content that no single measurement tool is likely to capture.
It also has been shown that elementary school teachers receive higher ratings
from principals than middle school teachers do (Harris & Sass, 2009).
There is a grade level difference in ratings. It is important to achieve equity.
HARD FACTS
Inconsistency in Frequency of assessment
and feed back hampers school improvement
When Schools fall short of support
to teacher learning, schools fail to improve.

16. Ensure that Appraisal helps teacher learning. Measuring competence
without opportunities for the improvement is futile.
Ensure that it qualitatively assesses and differentiates between effective
and in effective teaching
Ensure the development of highly skilled teachers into Instructional leaders
Measuring teachers is to know where they are to set expectations
and developing teachers in the direction set is a responsibility.
If you want to transform your School,

17. • Teachers work in schools that offer no rewards or recognition for their efforts.
•Teachers work in schools that do not reward effective teachers and do not
dismiss teachers who perform poorly
Appraisals don’t work if:
•Schools have a relatively weak evaluation structure and do not benefit from teacher
appraisal and feedback.
CAUTION!
Make them Successful is the only cure! That’s hard work!