Chapter 14 Evaluation Skills By: Donyale Carter EDU 660 Fall 2015 November 2015

 Instructional Supervision include programs like teacher leadership, action research, social justice, and community building.  Program Evaluation includes describing the schools context, culture, stakeholders, and assessments of all programs related to teaching and learning and their interaction.  Both relate directly to teaching and learning, teachers should be involved with instructional program evaluation. The Intersection of Instructional Supervision and Program Evaluation

 How do we really know if a program is really working? We make judgments but how do we really know if a program is great, lousy, or wonderful.  Wolfe’s five typical methods by which we make judgments: 1.Cosmetic: If it looks good, then its good. Its attractive, everyone's busy, bulletins filled with projects. 2.Cardiac: No matter what the data says, in your heart the program was a success. Similar to medical research subclinical findings. 3.Colloquial: After a brief meeting, project staff members conclude success was achieved. Cant refute a group decision 4.Curricular: successful programs are the ones that don’t interrupt ongoing school programs. Programs that are different are to be eschewed 5.Computational: If you have to have data, analyze them to death. Use the hardest most complicated procedure possible  If we are making instructional change we have to commit to evaluating it, if not then we truly don’t know what we are doing. Judgements

 What is the Purpose of the Evaluation?  Formative: intended to improve the program  Summative: results in definitive judgment about the value of the program  They are not always mutually exclusive, data gathered in a formative evaluation might be reanalyzed later as part of a summative.  Who will Evaluate?  Depends on the schools resource sand purpose.  Can be Supervisors, faculty members, central office personnel, or private consultants  It is critical that teachers be involved in the evaluation  What Questions need to be answered?  Questions are based on the nature of the program and what the focus is.  Implementation Questions, Outcome Questions  Once questions are formed they, they are the basis for the evaluation Key Decisions in the Program Evaluation Process

 What Data will be Gathered and How?  Data sources: students, teachers, principals, parents, teaching episodes, student product, and school records.  Data gathering methods: testing, observation, content analysis, case studies, record review, scales/surveys, and interviewing.  Multiple sources and methods increase the validity of evaluation results.  How will the Data Be Analyzed?  Data analysis is determined by the evaluation questions and types of data.  How to summarize, organize, display the data, and how to reach conclusions based on the data.

 How will the Evaluation be Reported?  Determined by the audience  Technical report should be available as a reference to the summarized paper  Typical Reports should include: purpose, description of the program, questions/objectives, methodology, results/conclusions, and future recommendations

An example of a model used to evaluate the quality of instruction.  Phase One: Selecting the Area to Be Examined  Meet with school administration and committee to discuss and recommend broad areas for evaluation  Areas to evaluate is determined by the school district or school  Phase Two: Identifying the Specific Evaluation Questions  Large group session to review areas to be examined in the evaluation Overall Instructional Program Evaluation

 Then group breaks into teams equal to number of areas to be examined  Each team agrees on a set of evaluation questions  Once all teams agree on a set of evaluation questions, each team presents and explains their recommendation to a general session.  After taking suggestions from the general session the team revises their questions for another general session  This session votes on whether to include each question to be presented in a common format  Phase Three: Designing the Evaluation  Consist of consultants, steering committee, and planning teams  Teams propose sources, data gathering methods, and select/design data gathering instruments  See Figure 14.1

 Phase Four: Gathering and Analyzing Data  Teachers, supervisors, and consultants assist in gathering data  Data gathering and data analysis need not be treated as discrete activities.  Figure 14.2 contains an example chart that can be used to coordinate gathering and analysis of data  Phase Five: Preparing and Presenting the Evaluation Report  Report should address not only each area that was assessed but also the relationships between those areas  Implementations of recommendations should be prioritized  Representatives of groups should participate in scheduled presentations of results

 Purposes  Empowerment Evaluation (EE) seeks to improve the program being evaluated, while also improving the school culture.  EE attempts to free teachers from narrow views of their professional roles and help them become more self directed  EE builds both individual and school capacity to carry out the future program evaluations  Support  Begins with professional development to provide teachers with an understanding of EE and skills to gather and analyze evaluation data.  Supervisor must provide teachers with the resources to carry out EE ( time, space, material resources)  Teachers need technical and moral support Program Evaluation Teacher Empowerment

 Process  Steps in EE are 1.decide on the evaluation team’s mission 2.evaluate the current program 3.plan for future  Evaluation should include all members of the professional community who wish to be involved  Should reflect teachers knowledge of their students, the students’ culture, and how the program has been adapted  EE is a democratic process characterized by transparency, collaboration, and shared decision making  EE is not about making judgments on the current plan but also includes planning for improvement  EE includes internal accountability

 Comparing Summative and Formative Teacher Evaluation  Summative teacher evaluation is an administrative function intended to meet the organizational need for teacher accountability.  Based on policies that mandate its purpose, frequency, and procedures.  Teachers performance is documented on an evaluation form which includes checklists, rating scales, or narratives indicating performance criteria met.  Forms judge teachers on quality of instruction, climate, planning, teaching act, and classroom management. Non-instructional areas as well such as compliance with school regulations, cooperation with colleagues, completion of extracurricular assignments, and so on.  Administrators need to be properly trained in the use of the evaluation instrument  Should be done several times during the year Teacher Evaluation

 Formative teacher evaluation is a supervisory function intended to assist and support teachers in professional growth and the improvement of teaching.  Focused on the needs of teachers rather than need for accountability  Only focused on teaching and learning, unlike summative which considers behavior in and out of the classroom  Ongoing and concerned with continuous improvement, summative is concerned with a summary of performance over a specific period of time  Usually based on systematic observation which is limited to a single aspect of classroom process  Purpose is to help teachers, concerned with building trust, rapport, collegiality

 Why Summative and Formative Evaluation Should be Separate  Both are necessary but have entirely different purposes  When carried out together primary emphasis is placed on summative and formative is secondary  Summative can discourage improvement, formative depends on trust and open communication  How to Separate Summative and Formative Evaluation 1.Use different evaluators 2.Give evaluations at different times of the year  Summative: fall, Formative: remainder of the year 3.Develop a clear and visible set of minimum performance expectations

 Important part of the Formative evaluation process and a powerful means of professional growth.  Teacher assumes full responsibility for decision making regarding planning and implementing the evaluation as well as the instructional improvement plan that results.  Self Assessments:  Visits to classrooms of several expert teachers  Video recording ones own teaching and analyzing  Students Questionnaires  Interviewing staff members, parents, and students  Keeping a journal of experiences  Comprehensive review of student progress  Developing a Teacher Portfolio-annual portfolio recommended for formative evaluation. Teacher Self Evaluation