Title Body Evaluations serve as pathways for professional growth Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
• Tool: Teacher evaluation and development process, p. 7 • Tool: Personal learning plan, p. 6 • Addressing diversity requires transparency, fjdelity, and modeling, p. 3 • Implementation: The second dimension of professional learning, p. 2 Vol. 8, No. 2 Download the article and accompanying tools This presentation is a supplement THE LEARNING Inside System Winter 2013 EVERY EDUCATOR ENGAGES IN effecTIVe ProfessIoNAl leArNINg eVery dAy so eVery sTudeNT AchIeVes to the full article. Download more Evaluations serve as pathways for professional growth Teacher-led teams help build evaluation system that promotes learning By Valerie von Frank information, resources, and tools to F or teachers in at least six New York districts, evaluations mean a lot more now than a piece of paper fjled away in a manila folder in the main offjce. Tiese educators are using evaluations to mark the path of professional growth in a new system created by teachers for teachers. Tie New York State United Teachers association “Tiere was clear agreement that the old teacher evalu- began work that would lead to the Teacher Evaluation and ation system had no impact in terms of helping teachers in Development system, known as TED, even before the 2009 their practice,” Williams said. “Most teachers received no Race to the Top and the federal School Improvement Grant support to develop their own efgectiveness and capacity. ” programs spurred district and state initiatives across the Tie teams set out to transform the old system of evalu- nation to overhaul how teachers are evaluated. Teams of ation that involved sole administrator observations, what teachers and district administrators from six districts — Al- some termed “subjective drive-by evaluations,” to more bany, Hempstead, Marlboro, North Syracuse, Plattsburgh, comprehensive, meaningful reviews that involve multiple and Poughkeepsie — came together over several years to measures of teacher performance and are designed to pro- research and design a new strategy, supported by grants mote teacher learning and growth. help you implement these ideas in from the American Federation of Teachers and the U.S. “TED’s strength is that it brings practitioners in to Department of Education. analyze their own practice, which is the critical component Tie intent, according to Carolyn Williams, educational to making instructional shifts,” Maria Neira, the union’s services and project coordinator for New York State United vice president, said in a statement. Teachers, was to involve teachers in creating evaluations that would develop into meaningful dialogues and plans for DEVELOP AN APPROACH THAT DRIVES continued professional learning. Past evaluations, she said, IMPROVEMENT had not provided constructive feedback that teachers could Williams said the fjrst need before developing a difger- use to take action. Continued on p. 4 Your membership in Learning Forward gives you access to a wide range of publications, tools, and opportunities to advance professional learning for student success. Visit www.learningforward.org to explore more of your membership benefits. The Learning System (Winter, 2013). Available at www.learningforward. org/publications/learning-system. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
How the New York State United Teachers association led teams of teachers and district administrators in researching and designing a new teacher evaluation system that includes meaningful dialogues and plans for continued professional learning. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
Develop an approach that drives improvement Have clear standards to defjne efgective teaching. Create a rubric for evaluation that meets state requirements for performance reviews. Use specifjc, measurable, observable behaviors that demonstrate efgective teaching practices. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
Establish constructive self-reflection Teachers analyze their own practices, objectives, and beliefs, to discuss with an evaluator and peers. Example questions: • How do my plans for this year refmect the specifjc needs of my incoming students? • How has any recent professional learning informed my understanding of teaching and learning for this year? Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
Include multiple measures Pre-observation conference with the evaluator: • Teacher’s self-refmection. • Lesson plan. • Student learning objectives. • Instructional strategies. • How above elements relate to specifjc teaching standards. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
Include multiple measures At least one formal observation, possibly two, followed by a post-observation conference. Evidence: interactions, procedures, pacing, instructional and questioning strategies, etc. Provide evaluators professional learning in collecting data and structuring meaningful conversations about the evidence and ratings. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
Create individual learning plans Determine learning opportunities the teacher may have to advance practice. Tie individual goals to school and district goals. Outline specifjc professional learning and how it will be documented. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
Incorporate evidence-based feedback Take the information from the evaluations and help teachers grow and develop. Review what actions will benefjt the individual. Craft the professional development around difgerentiated needs. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
Build on trust Remember that evaluations are not a “gotcha system” to remove the inefgective educator. Source: von Frank, V. (2013, Winter). Evaluations serve as pathways for professional growth: Teacher-led teams help build evaluation system that promotes learning. The Learning System 8(2), pp.1, 4-5.
Learn more with Learn more about professional learning at all levels of education with Learning Forward , an international nonprofjt association of learning educators: www.learningforward.org Membership in Learning Forward gives you access to a wide range of publications, tools, and opportunities to advance professional learning for student success.
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