- A two-pronged approach to teacher performance and professional development is discussed, focusing on formative assessments and lesson planning support as well as encouraging collaboration with other teachers. - Multiple choice survey questions are provided related to coaching teachers, developing leadership skills, addressing motivational issues, and handling disagreements or new responsibilities. - An overview is given of how different countries and systems evaluate teachers at various stages from entry into a teacher education program to induction, certification, hiring, and ongoing professional development. Evaluation stakes and impact on careers varies between high to low or no stakes.

1. Professional Development &
Opportunities
A Two-Pronged Approach to
Teacher Performance
Workshop at InspirED
by Ramya Venkataraman
Centre for Teacher Accreditation (CENTA)

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. 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. 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. 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. 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. 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. 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. 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. 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)