Making Teacher Evaluation Work is a resource for teachers and evaluators to read together, filling a much-needed role by providing valuable information about every step of the evaluation process. Rachael Gabriel and Sarah Woulfin walk you through the entire process from policy to practice, offering context and strategies with the goal of improving the teacher evaluation process for everyone involved and support student literacy learning.
In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.
In Teacher Evaluation That Makes a Difference, Robert J. Marzano and Michael D. Toth introduce a new model of teacher evaluation that takes into account multiple data-rich measures of teacher performance and student growth to ensure fair, meaningful, and reliable evaluations for all teachers.
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
In too many districts, evaluation of teachers ensures competence but does little or nothing to encourage and support expertise. In this thought-provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head-on, combining the conceptual and the practical by offering a compelling vision of teacher growth, along with nearly three dozen step-by-step protocols for working with teachers. They present a powerful rationale for reconceptualizing teacher evaluation by creating a balanced system of three equally important components: * Reliable and valid evaluation. * Empowering and focused supervision. * Meaningful and purposeful reflection. Each component is discussed in terms of its purpose, premise, processes, practices, and payoffs. Revealing examples based on the authors’ experiences in classrooms across the country show what evaluation, supervision, and reflection look like when they’re not done well--and what they could look like if done more effectively. Providing insight and inspiration, Making Teachers Better, Not Bitter paves a clear path to better teaching and helps you acknowledge and support the hard work that teachers do every day to make learning come alive for their students.
In too many districts, evaluation of teachers ensures competence but does little or nothing to encourage and support expertise. In this thought-provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head-on, combining the conceptual and the practical by offering a compelling vision of teacher growth, along with nearly three dozen step-by-step protocols for working with teachers. They present a powerful rationale for reconceptualizing teacher evaluation by creating a balanced system of three equally important components: Reliable and valid evaluation. Empowering and focused supervision. Meaningful and purposeful reflection. Each component is discussed in terms of its purpose, premise, processes, practices, and payoffs. Revealing examples based on the authors' experiences in classrooms across the country show what evaluation, supervision, and reflection look like when they're not done well--and what they could look like if done more effectively. Providing insight and inspiration, Making Teachers Better, Not Bitter paves a clear path to better teaching and helps you acknowledge and support the hard work that teachers do every day to make learning come alive for their students.
This book offers school leaders a carefully integrated approach for transforming our often divisive supervision & evaluation systems into a positive force for strengthening school culture. "After I adopted [RBT's] methods, teachers began to use suggestions I offered & I gained increased credibility...as an instructional leader."-Tom Cardellichio, Principal, Chappaqua, NY. TO ORDER CONTACT: RESEARCH FOR BETTER TEACHING, Inc.; 56 Bellows Hill Road, Carlisle, MA, 01741-1722, 508-369-2294, FAX 508-369-9822
This is the first book to gather and address what we have learned about the impacts and challenges of data-intensive teacher evaluation systems—a defining characteristic of the current education policy landscape. Book Features: Contributions by scholars working at the cutting edge of research and pioneering leaders directly involved in the implementation of teacher evaluation systems.Examination of the challenges and impact multiple measures-based evaluations are having on teaching and learning. Empirical research on the reliability and validity of evaluation measures, including classroom observation instruments, value-added measures, student surveys, and teacher portfolios. Contributors include: Ryan Balch, Marisa Cannata, Casey D. Cobb, Julie Cohen, Sean P. Corcoran, Morgaen L. Donaldson, Tim Drake, Dan Goldhaber, Ellen Goldring, Bridget K. Hamre, Gary T. Henry, Nathan D. Jones, Venessa A. Keesler, Susanna Loeb, Robert C. Pianta, Min Sun, Andrea Whittaker “Grissom and Youngs collect our best research-based knowledge on the topic in a smart, accessible volume that sets the standard in the field.” —John Tyler, Brown University “An insightful guide to new teacher evaluation systems. The contributions from individual authors couple what we know about measurement quality in these systems with a valuable first look at on-the-ground implementation.” —Heather Hill, Harvard Graduate School of Education “One of the most significant recent changes in school district administration has been the widespread development and implementation of teacher evaluation systems based on pupil performance and other measures. This book brings together top scholars who identify key issues, providing insights into possible benefits and perils.” —Robert E. Floden, Michigan State University
"Evaluations can be seen as someone else's judgment. Or they can be seen as a way for us to show what we can do and how amazing our students are." -Jennifer Ansbach This year's evaluation can be different Evaluation can be scary, unproductive, and even unfair. But this year it doesn't have to be. Not if you let Jennifer Ansbach help you take charge of the story of your practice, make the most of the process, and keep the focus on student learning. Documenting your practice and professional learning to improve your evaluation Take Charge of Your Teacher Evaluation, isn't about gaming your evaluation. Instead, Jen shows how to build a Professional Development Journal piece-by-piece-one that aligns to your evaluation system, boosts your professional growth, deepens student learning, and actually makes your evaluation a productive two-way conversation. You'll be prepared at any time to clearly present unmistakable evidence of your work and your students' growth. Best of all, Jen brings it back to the kids, always suggesting ways to connect professional learning to the young people in front of you. A blueprint for growth and success With examples from Jen's own journal and helpful downloadable forms, you'll create a living document that helps you: reflect on areas for professional growth map growth paths directly onto your evaluation rubric plan lessons that help you and your students grow document student work collaborate effectively with observers in a pre- or post-observation meeting. A more meaningful evaluation "Just as we encourage students to use assessments to showcase their learning," writes Jen Ansbach, "our evaluations can be a way to reflect on our practice and showcase our growth." This year, be ready for any observation, even unannounced ones, and bring meaning and value to your evaluation with Take Charge of Your Teacher Evaluation.
This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and how to measure student learning); (3) "Assessing Teacher Performance through Comparative Student Growth: The Dallas Value-Added Accountability System"; (4) "Assessing Teacher Performance through Repeated Measures of Student Gains: The Tennessee Value-Added Assessment System"; (5) "Assessing Teacher Performance with Student Work: The Oregon Teacher Work Sample Methodology"; (6) "Assessing Teacher Performance in a Standards-Based Environment: The Thompson, Colorado, School District"; and (7) Teacher Evaluation and Student Achievement: What are the Lessons Learned and Where Do We Go from Here?" (e.g., basic requirements of fair testing programs that are to be used to inform teacher evaluation). Chapters 3-6 include information on the purposes of the accountability system and how it was developed; student assessment strategies; how the accountability system works; how the accountability system relates to teacher evaluation; the advantages and disadvantages of the accountability system for teacher evaluation; and results of implementation. (Contains 66 references.) (SM)
