The document outlines the goals of a teacher evaluation system, including accurately assessing teacher quality, retaining and developing top teachers, improving weaker teachers, and dismissing ineffective teachers. It also notes some challenges with evaluation, such as a lack of shared definition of good teaching, principals only seeing a small part of each teacher's work, evaluations being time-consuming and keeping principals out of classrooms, and not measuring student learning.

1. Reporter: Eloisa Alvaro-Rivera

2.  Supervision
◦  observation and coaching of teaching during the
year.
Evaluation
 Summative end of year judgments for teachers
personnel files.

3. 1. Appraisal
Getting an accurate sense of quality of
instruction in all classroom and placing each
teacher on a scale of proficiency- (highly
effective, effective, mediocre and ineffective.

4.  2. Affirmation
Retaining further developing teachers in
the top two categories and giving them the
opportunity to take on leadership roles.

5.  3. Improvement
Coaching and supporting the
development of teachers in the bottom two
categories- and also effective teachers who
wants to do better.

6.  4. Housecleaning
Dismissing teachers who are
still not effective after a
reasonable chance to improve.

7.  5. Quality Assurance
Being able to honestly tell parents and
stakeholders that every child will have good
teaching in every classroom every year.

8.  1. There isn’t a shared definition of good
teaching.
 The principal sees only a tiny fraction of teachers
work
 3. The principal’s presence changes whats going
on in the classroom and how students behave.
 4. Full lesson write ups rarely change anything.

9.  5.The process is extremely time consuming,
which keeps principals out of classrooms.
 6. Teachers are passive recipients of
evaluation and evaluated in isolation from
their colleagues.
 Student learning is not part of the process.

10.  THANK YOU