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Teacher Growth and Assessment: The SERVE Approach to Teacher Evaluation The Summative or Assessment Phase.

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Presentation on theme: "Teacher Growth and Assessment: The SERVE Approach to Teacher Evaluation The Summative or Assessment Phase."— Presentation transcript:

1 Teacher Growth and Assessment: The SERVE Approach to Teacher Evaluation The Summative or Assessment Phase

2 Howard, Barbara B. (2004) What is Teacher Growth and Assessment? Comprehensive system of teacher evaluation for beginning through experienced teachers Combination of summative (judgment) and formative (individual growth) phases Product of research and development at SERVE, the regional education lab, at UNC-G www.serve.org

3 Howard, Barbara B. (2004) Who engages in a summative evaluation in North Carolina? Anyone who does not hold a clear NC state license (1 st or 2 nd Initially Licensed or 3 rd year Probationary) Anyone who is new to the district this year regardless of the number of years of experience Anyone else assigned to summative by the principal and/or according to School Board policies

4 Howard, Barbara B. (2004) Three Stages of a Teacher’s Career First Year TeachersIntroducing First Year Teachers – Introducing skills, knowledge & understanding (start with 12 dimensions) Second Year Teachers – Building skills, knowledge & understanding (add 7 more dimensions) Third Year and Beyond – Continuing skills, knowledge & understanding (add the remaining 3 for a full matrix)

5 Steps of the Process for 3 Plus Years of Experience Self-Assessment Develop practice throughout year Develop practice throughout year 2 Classroom Observations/ Dialogues (Minimum) Principal Continued development Continued development Post-Interview Conference Summative Interview Teacher

6 Steps of the Process for ILT/Probationary Self-Assessment Develop practice throughout year Develop practice throughout year 4 Classroom Observations/ Dialogues (Minimum) Principal Continued development Continued development Post-Interview Conference Summative Interview Probationary ILT/Mentor Probationary ILT/Mentor Peer (not Mentor!) Peer (not Mentor!)

7 Howard, Barbara B. (2004) Classroom Observation Purpose: Data collection - not judgment May be conducted by principal or designee (assistant principal, department chair, curriculum coordinator, etc.) Should provide feedback to teacher on instructional presentation Should focus on appropriate performance dimensions of the matrix

8 Howard, Barbara B. (2004) Formal Classroom Observations: Informal “walk-throughs” will also take place during the year Pre-observation conferences may be conducted but are not required For ILTs and Probationary: One observation by Peer who is not the teacher’s mentor Three observations by administrators For Career Status or Tenured Teachers: Two full classroom observations by administrator or designee

9 Howard, Barbara B. (2004) Post-Observation Dialogue Follows the observation as “part 2” so it occurs in the classroom Provides opportunity for teacher to explain more about the lesson Provides opportunity for evaluator to learn more about the context of the lesson (planning, curriculum, etc.) Observation/dialogue notes become part of the data to be considered at end of year (recent data)

10 Howard, Barbara B. (2004) Data Collection for Assessment of Teachers include: Classroom observations Post-Observation Dialogues Artifacts such as lesson plans, parent communications, parent logs, etc. Student achievement including student work samples Parent/student surveys Teacher records Non-instructional duties Summative Interview (final data collected)

11 Howard, Barbara B. (2004) Summative Interview Mutually arranged time/date Held in teacher’s classroom or regularly assigned teaching area Structured interview (questions designed to guide discussion) Teacher presents evidence of teaching Scoring completed after all data is considered

12 Howard, Barbara B. (2004) Post-Interview Conference Held within 10 working school days of the Summative Interview Provides teacher with feedback “THE EVIDENCE YOU PRESENTED INDICATES THAT THIS IS YOUR LEVEL OF TEACHING PERFORMANCE”

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14 Teacher Growth and Assessment Individualized Professional Growth (IGP) for All Teachers and The Formative Phase for Experienced Teachers

15 Howard, Barbara B. (2004) Individual Growth Plans (IGPs) Required of all NC teachers For ILTs, goals must be tied to INTASC standards All performance dimensions of matrix are tied to INTASC and NC Teaching Standards

16 Howard, Barbara B. (2004) Uses of Formative Evaluation To provide structured professional development directly linked to the performance dimensions of the assessment matrix for Individual Growth Plans or IGPs required by state To guide the formative process for experienced, proficient teachers with tenure who are not currently engaging in the summative phase

17 Howard, Barbara B. (2004) What is Formative Teacher Evaluation? A process of professional development Based on individual professional need (goals) Aligned with district/school goals Designed with improving student learning opportunities in mind Designed to provide feedback to the teacher from a variety of sources on the progress made toward achieving goals In-depth engagement in targeted professional growth Designed to encourage collaboration among teachers

18 Howard, Barbara B. (2004) Formative Teacher Evaluation is not… A system of accountability for judging teacher performance! A burden in time and energy for teachers. Additional “paperwork” None of us have time for that!

19 Howard, Barbara B. (2004) Pieces of the Puzzle Setting goals Selecting resources for growth Selecting sources of feedback Evaluating impact on practice and students

20 Howard, Barbara B. (2004) Potential Resources Workshops or training events Professional reading lists On-line courses or use of websites SEE Ask Erma www.serve.org/erma/ Username: Name of District (ex., Lee) Password: serve

21 Howard, Barbara B. (2004) Potential Sources of Feedback Professional portfolio shared with colleagues Peer coach Study Team Critical Friends Group

22 Howard, Barbara B. (2004) On-going input to administrator… Email administrator as you complete each resource (workshop, etc.) with dates of completion Email a brief reflective statement or document on how your teaching practice has changed as a result of working on your goal(s) and the impact on your students at the end of the year


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