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Teacher Empowerment Exploring alternate evaluation paradigms. Or are we “locked out” of meaningful change?

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Presentation on theme: "Teacher Empowerment Exploring alternate evaluation paradigms. Or are we “locked out” of meaningful change?"— Presentation transcript:


2 Teacher Empowerment Exploring alternate evaluation paradigms. Or are we “locked out” of meaningful change?


4 Stop! Is there a better paradigm?

5 Question: Why do we evaluate?

6 Monitor School Quality? Yes “Weed out” incompetents? No! Promote Teacher Quality Yes!

7 Sounds like “motherhood and apple pie” to me OK, describe a “good” teacher.

8 Possesses the “Gift.” Some are born with the gift of teaching. NO Knows The Subject Matter Teachers should come credentialed and prepared NO Possesses Teaching Skills Teachers who can practice the craft Yes If evaluator knows how to effectively coach and mentor.

9 Has Productive Attitudes Teachers who possess the following: –Self-efficacy (“can do” attitude) –Collaborative spirit –Willingness –Enthusiasm –Other Can evaluation help? Good Question!!

10 The Teacher Empowerment Paradigm  Empower teachers to self-supervise.  Empower teachers to be responsible for their own evaluation.  Is this possible and still maintain accountability?

11 Two dimensions  Formative (classroom observations)  Summative (year-end evaluations)

12 Classroom Observations and Teacher Empowerment

13 Guidelines 1. Collaborate with Teacher 2. Establish Purpose or Focus 3. Determine Method Teacher driven Supervisor driven

14 The Video During filming, concentrate on In the critique, concentrate on focus or goal

15 Teacher driven video episode 1. Teacher may be in charge of self- videoing: Use tripod Another individual records the video (student or adult volunteer) Teacher sends a copy of video and self- critique form to the evaluator

16 Scenarios  Traditional supervisor observation  Supervisor makes video – collaborative critique  Teacher makes video –Remakes? –Sends to supervisor?

17 Formalizing a Video Episode 1. Teacher views video and responds on self- critique form 2. Supervisor views video that has been copied and mailed 3. Supervisor critiques focused objective 4. When Critique form arrives, evaluator compares his/her notes with teacher’s and finalizes comments on the focused objective to add to the summative evaluation for that year.

18 Some examples

19 Summative Evaluation and Teacher Empowerment

20 Professional Portfolio Teachers will provide documentation showing their attainment of the performance standards.

21 ACCOUNTABILITY Accountability has to be a part of a system. The basis for accountability are Performance Standards Every employing organization should have in place a set of expected professional performance standards for all teachers

22 The SYSTEM  Administrator and teacher collaboratively develop: –Professional development plan for the year –Plan for the collection of appropriate documented evidence  Teacher collects and organizes the portfolio  Culminating opportunity for each teacher to showcase his/her portfolio

23 System overview School Term Planning Phase Professional goals Professional Plans Evidence to be collected Formative Phase Evidence Professional Activities Organization of Evidence (Portfolio) Summative Phase Portfolio Presentation Summary Documents

24 Evaluation Models - Applications  Professional Teacher –Teacher-empowerment paradigm  Teacher with specific needs. –Teacher-empowerment paradigm; plan for professional goals and documentation developed collaboratively  New teacher; Teacher with difficulties –Traditional “top-down” evaluation; teacher begins portfolio development

25 Culmination Activity Summative Evaluation  Teacher Fair  Each teacher with booth and exhibits  Opportunity for teachers to learn from each other  Invite parents? board?

26 Portfolio Document Ideas:  Bullock, A. and Hawk, P. (2001). Developing a teaching portfolio. Prentice-Hall.C  Campbell, D. and others (1997). How to develop a professional portfolio. Allyn and Bacon.   tips.phtml/43

27 National Board Certification  Teacher’s Guide to National Board Certification. –Unpacking the standards  National Board Certification Workbook. –How to prepare your portfolio.

28  Ileana Espinosa, Associate Superintendent Examples

29 Dimensions of Performance Standards 1. Instruction 2. Environment 3. Curriculum 4. Professionalism 5. Community Relations 6. Other responsibilities 7. More?

30  Copies of lesson plans demonstrating (a) higher level thinking, (b) varieties of instructional strategies, (c) cooperative learning, (d) multiple intelligences  Samples of student work  Sample of teacher feedback  Photos of learning activities/field trips  Student projects (group and individual)  OTHER?

31 2 Environment  Photos of classroom, bulletin boards, etc.  Notes from parents, students, others.  Copies of classroom management documents. Rules, discipline plan, etc.  Copies of documents produced by students related to student government  Copy of discipline philosophy  OTHER?

32 3 Curriculum  Copies of instructional plans, (a) daily, (b) unit, (c) yearly  Copies of grading rubrics used  Samples of tests  Information about parent-conferences  Copies of I.E.P’s and policies regarding S.S.T’s  Student portfolios  OTHER?

33 4 Professionalism  Materials from conferences or conventions attended  Documents demonstrating professional memberships  Evidence of participation in school leadership projects  Copy of personal mission statement  Letters from colleagues, administrators  Copies of articles published or convention presentations  OTHER?

34 5 Community Relations  Documents or photos illustrating church related projects  Newsletters published  Samples of letters used for parent communication  Products from committees served or led  Letter(s) from local pastor(s) or community leaders  Photos from church or other community projects  OTHER?

35 Thanks!!! A blue ribbon for forward thinking

36 Thanks!!! A blue ribbon for forward thinking

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