Teacher Evaluation (Accountability Systems)

Teacher Evaluation (Accountability Systems)

DEFINITION

Teacher evaluation is a systematic process used to assess and review the performance and effectiveness of educators within a classroom setting. This evaluation aims to provide constructive feedback that supports professional growth and enhances teaching quality.

DATA

• 1 meta-analysis

• 54 studies

• 4,970 subjects Hattie (2023) p. 350

QUOTES

“In any given moment we have two options: to step forward into growth or step back into safety.” Abraham Maslow

“Thoughtful supervisors are navigating the tensions of balancing mandated evaluation functions with the need for relational trust, emotional support, and to encourage teachers’ continual learning and growth.” Lipton & Wellman (2022) p. xi

“Instead of seeking feedback, you’re better off asking for advice. Feedback tends to focus on how well you did last time. Advice shifts attention to how you can do better next time. Rather than dwelling on what you did wrong, advice guides you towards what you can do right.” Grant (2023) p.55

“Occasional walk-throughs and once-a-year teacher observations don’t work. Principals attempting to improve instruction through irregular engagement with the classroom and teacher find the impact negatively associated with student learning, teacher improvement and morale.” Dufor (2015) p. 235

People are afraid of real feedback. When giving feedback, administrators are often reluctant to share it. We are confusing politeness with kindness. Being polite is withholding feedback to make someone feel good today. Being kind is being candid about they can be better tomorrow. Grant (2023) p.54

It’s easy for people to be critics or cheerleaders. It’s harder to get them to be coaches. A critic sees your weakness and attacks your worst self. A cheerleader sees your strength and celebrates your best self. A coach sees your potential and helps you become a better version of yourself. Grant (2023)  p.55

“The Clinical Supervision model is the basis for most Teacher Evaluation Systems.  This is unfortunate because the Clinical Supervision model is associated with several issues:”  Gursoy (2016)

• Perceived Threat: Traditional supervision methods, including clinical supervision, can be perceived as threatening to teachers’ employment, leading to fear and anxiety among educators.

• Inflexibility and Individual Differences: The clinical supervision process may be seen as inflexible, potentially ignoring individual differences among teachers. This rigidity can hinder its effectiveness in addressing the unique needs of each educator.

• Quality and Frequency of Feedback: Challenges related to the quality, frequency, and type of feedback received by teachers have been noted. This includes issues such as the lack of training for cooperating teachers and the nature of the feedback provided (oral/written).

• Equating to Medical Issues: The term “clinical” in clinical supervision has been criticized for potentially creating a negative connotation, as it may be associated with remedial measures for medical issues, which could impact teachers’ perceptions of the process.

“When you discipline yourself to stay in the descriptive mode, you are likely to notice more accurately what is happening in the classroom and your inferences will be on a firmer evidentiary foundation.” Elmore (2016) p. 87

Magical Feedback: “I’m giving you these comments because I have very high expectations and I know you can reach them.” Coyle (2018) p. 56

“…because in education’s ‘land of nice’ being nice to each other is equated with not challenging each other. Administrators also will have to unlearn their well-honed skill of deciding rather quickly what a teacher needs to work on…” Elmore (2016) p. 91

“The kind of observing were talking about focuses not on teachers themselves but on learning and the content of the instructional core. What is the task that students are working on? In what specific ways are the teachers and students interacting in relation to the task? What evidence do you see – not what you think you see? People talk about what they don’t see. We call this the dog that didn’t bark.” Elmore (2016) p. 84

“Entrenched customs, infrequent teacher observations, and feel-good feedback will not stimulate the vital forms of instructional improvement and teacher growth schools need.” Lipton & Wellman (2022) p. xi

Teacher Evaluation Reforms: “Research indicates that while some localized reforms have shown positive impacts on student achievement, these successes are not universally applicable across different districts or states. A comprehensive analysis found that many evaluation systems failed to achieve their primary goal of improving student outcomes broadly.” Link