1. Teacher Evaluation: Facilitating Effective Instruction Hamlet Canosa, Ed.D. Vice President for Education Columbia Union Conference

2. Purposes of Teacher Evaluation IDEAL: to promote meaningful and effective student learning. to foster individual teacher professional growth. to “reculture” an organization rather than restructure it (collective redefining of values, vision, and ideals) – collaborative peer reviews. NEFARIOUS/NECESSARY: due diligence and/or teacher removal.

3. FORMATIVE Evaluation FORMATIVE: A process that, at its heart, focuses on student and teacher learning filtered through a collaborative effort to “grow” a shared vision. This process emphasizes “horizontal” engagement of evaluation rather than “vertical” engagement. Teachers and administrators work together to identify and pursue the ideal.

4. SUMMATIVE Evaluation SUMMATIVE: A process that, at its heart, focuses on the review and analyses of methodologies, modalities, effectiveness, etc. primarily for the purpose of determining teacher viability/tenure. More often thought (by teachers) to be purposed to meet diligence requirements. More often “vertical” in engagement.

5. Evaluation Bill of Rights  Rights of Educational Institutions Responsibilities (Due Process) – see “Self- Evaluation for Evaluators”  Rights of Teachers Professional Right Evidential Rights Procedural Rights Humanitarian and Civil Rights

6. General Orientation When is the best time to give an orientation? Under what circumstances? Individual or group? What should be covered in the orientation? Who should provide the orientation? (principal and/or superintendent)

7. Evaluation Components Self–evaluation (essential to both horizontal and vertical engagements) Peer evaluation (optional, but clearly more collaborative/formative) Parental evaluation (of how much value?) Student evaluation (age-appropriate – essential to horizontal/vertical) Board evaluation (use sparingly – make sure the board understands true purpose – no board feedback on data)

8. Pre-Appraisal Conference Review of vision and goals (shared) Review of process (horizontal and/or vertical; formal and informal) Setting of goals (desired outcomes) – see “A Framework for Teaching” Determine parameters (# of observations – announced and unannounced, instruments, timing, reporting process & mechanisms, identifying pre-existing conditions, etc.) preliminary agreement on development of action plans for formative growth.

9. Goal-Setting Number of goals less important than their relevancy and time/energy required to meet the goals. Goals should be established in accordance with their potential impact on student learning. Four Types of Goals

10. 4 Types of Goals Teaching Goals – goals built around teacher behaviors that are directly related to student outcomes. Learner Goals – goals that relate to solving a specific learning activity or improving some particular student deficit. Program Goals – goals that relate to curriculum areas, course outlines, articulation activities, materials, selection, etc. Organizational Goals – goals that deal with specific administrative criteria such as listed in your local minimum standards description.

11. Formal Observation Timely and objective Seek to observe within the established purpose(s) and goals (pre-appraisal conference) “Look fors” (A Framework for Teaching) Follow-up on your notations as soon after the visit as possible (within 24 hours)

12. What are the “Look Fors?” 1) What is the teacher doing? (talking. movement, etc.) 2) What is the teacher saying? (questions, praise, lecture, criticism, etc.) 3) What are the students doing? (listening, eye- contact, behavior, on-task) 4) What are the students saying? (questioning, participating)

13. What are the “Look Fors?” 5) Are the components of a good lesson present? – Anticipatory set – Statement of objective – Providing input – Modeling – Checking for comprehension – Providing guided practice – Providing independent practice – Closure

14. Post-Appraisal Conference Review of gathered data. (brief/debrief process) How do the findings relate to established goals determined in pre-appraisal conference? Review of recommendations based on data. Development of a mutually-acceptable (ideal) action plan. Establishing clear understanding(s) relative to the review and revision of the action plan(s). Use “Teacher Evaluation Experience Questionnaire.”

15. What Good Action Plans Include all documentary information (name, grade, subject area(s), date, etc.) Performance areas (methodologies, interpersonal relations, responsibilities, etc.) Goals (specific and measure of extent to which each of the goals established in the pre- appraisal conference were reached) Specific measurable behaviors sought (outline of what will/needs to be done for growth)

16. What Good Action Plans Include Procedures (specific outline of how the goals will be pursued, including timelines) Progress checks (determining times of intermittent progress measurements) Method of appraising final accomplishment of goal (how will we know when the goal has been accomplished?) Comment sections for both the evaluator and evaluatee. Signatures (not necessarily of agreement).

17. Evaluating the Evaluation Process  Teacher Evaluation Experience Questionnaire A constructive look at change as a result of the evaluative experience Self-assessing teacher attributes (post conference) Assessing via perceptions, the evaluator’s performance Assessing the information gathered Assessing the feedback itself Assessing the attributes of the evaluation process itself