“ R esearch-based, I nclusive S ystem of E valuation” Pittsburgh RISE  Presented April 1, 2009

Our Thoughts About Teacher Evaluation

How It Is Now  When you think about teacher evaluation, what comes to mind?  What thoughts or feelings occur?

How it could be...  If teacher evaluation were done “right”, what would it look like?  What should be the role of teachers and administrators in evaluation done “right”?

Specifically...  Recall an instance when evaluation helped you to grow as a teacher.  What caused you to grow? What was the nature of the evaluative interaction that was significant?

Reflect  Spend a few seconds reflecting on the activity.  Collect your thoughts about evaluation.

Compare to Best Practices 1.Definition of teaching (standards) from research Reduces arbitrary, subjective ideas

2. Differentiate One size doesn’t fit all. Every teacher doesn’t need to be evaluated every year. Compare to Best Practices

3. Use evidence, not opinion Facts reduce subjectivity Compare to Best Practices

4. Done with the teacher, not to the teacher The teacher is the expert; process is collaborative and transparent Compare to Best Practices

5. No “drive-by” evaluations Teaching is complex; rule of multiplicity Compare to Best Practices

Teaching Evaluation Done “Right” 1.Standards-based 2.Differentiated 3.Evidence-driven 4.Collaborative 5.Multiplicity