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A Guide to Impactful Teacher Evaluations: Let’s Finally Get It Right!

Historical and Conceptual Background Knowledge Performance Appraisals Problems with Performance Appraisals in Literature Performance of What?The Birth of the Teacher Evaluation Checklist Teacher Appraisal Today Teacher and Principal Responses Where Do We Go From Here?The Learning Organization A Lasting Legacy References Current Teacher Evaluations Systems Overview How Are Teachers Being Evaluated?The Marzano Teacher Evaluation Model The Danielson Framework Indiana RISE Teacher Evaluation Model Current Systems Don’t Work Teachers Are Still Dissatisfied Complexity of the Work is Good, Complexity in Documents is Cumbersome Teacher Evaluation Ratings It’s Not the People—It’s the System Measurement vs. Evaluation Patterned Rationality and the Art of Teaching Collecting Data Is Not the Answer Conclusion References Faulty Assumptions A Foundation Built on Sand Faulty Assumptions Faulty Assumption #1: Education Should Mimic the Business World Faulty Assumption #2: Principals Should Conduct Classroom Observations of Teachers to Determine Effectiveness Faulty Assumption #3: Teachers Demonstrate Effectiveness Alone in Front of a Classroom Faulty Assumption #4: Teacher Evaluation Rubrics Must Incorporate As Many Characteristics of Effective Teaching As Possible Common Teachers Faulty Assumption #5: Effectiveness Is Defined by Classroom Teacher Actions, In the Moment, In the Classroom Faulty Assumption #6: Document, Document, Document Faulty Assumption #7: Carrot and Stick Are the Best Motivators References Teacher Quality, Effectiveness and Evaluation Excellent Teachers, Excellent Students Some Things are Just Hard to Measure Effective Teaching: A Redefinition Improve Evaluation Systems; Increase Collective Efficacy; Raise Student Achievement PLCs and Collective Efficacy Teamwork in Other Industries and Education PLC in Action Teamwork in Education: Professional Learning Communities (PLCs)The Capable Teachers are Already Here Teachers Are Already Collaborating—Sometimes The Learning Evaluation Do Teacher Dispositions Still Matter?What Does This Mean for Us?Is negative evaluation necessary?Conclusion Observation of Student Outcomes Engagement Purpose Productivity Student Collaboration Positive Relationships Student-Centered Observation Rubric (SCOR)References Dawn is Here: A New Day for Educators Falling Between Two Purposes High-Stakes Evaluations Teachers as Professionals Creating a Learning Evaluation A New Foundation Act Now!It is Time to Start Over New Assumptions New Assumption #1: Schools Are Not Businesses New Assumption #2: Principals As Team Leaders Determine Effectiveness New Assumption #3: Success Isn’t Individual New Assumption #4: General > Specific New Assumption #5: Communicate, Communicate, Communicate Teacher Evaluation Assumptions Comparison Professional Learning Communities Defined Tips and Talking Points The Four Cs of Creating a Learning Evaluation System References Learning Evaluation System Theory of Action: A Learning Evaluation Dangerous Aspirations Bringing it All Together "Emphasize This, Not That"Learning Evaluation Rubric Learning Evaluation Assumptions Student Learning-Focused Mission Contributions to Collaborative Teams Collaborative Teams Assumptions Data Utilization Data Utilization Assumptions The Learning Evaluation process proposed here makes certain assumptions about how data will be gathered, regarded and used.Goal Setting Goal Setting Assumptions Curriculum and Pedagogy Curriculum and Pedagogy Assumptions Improvement and Examination of Practice Improvement of Practice Assumptions Examination of Practice Examination of Practice Assumptions Teacher Influence Subjectivity Is A Good Thing First Things First Learning Evaluation Rubric Assumptions: Graphic Learning Assumptions Concept Flow References

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The Birth of the Teacher Evaluation Checklist
Evaluation in teaching, as in other fields, was born in the early twentieth century. "Objective Supervisory Tests Needed" (S.C.P., 1913), an editorial in The Elementary School Teacher, a University of Chicago Press journal, was one of the first documented calls for a teacher evaluation system....
(A Guide to Impactful Teacher Evaluations: Let’s Finally Get It Right!)
Current Teacher Evaluations Systems Overview
How Are Teachers Being Evaluated? Explore the Department of Education website of any state and you will find documents ranging in length from fifty to one hundred (or even hundreds of) pages explaining their state's teacher evaluation system. It is sometimes hard to even understand what the objective...
(A Guide to Impactful Teacher Evaluations: Let’s Finally Get It Right!)
The Marzano Teacher Evaluation Model
The Marzano Teacher Evaluation Model, as adopted by the state of Washington amongst other states (Marzano & Tooth, 2013), has four main domains. Each domain has numbered elements with anywhere from three to eight points to check off for "Teacher Evidence" and "Student Evidence." In all, there are 58...
(A Guide to Impactful Teacher Evaluations: Let’s Finally Get It Right!)
Indiana RISE Teacher Evaluation Model
This model, developed in 2011, is in use throughout the state of Indiana. The Indiana RISE Evaluation and Development System (Indiana Department of Education, n.d.) can be viewed on the Indiana Department of Education's website. The rubric prints off on 11 x14 inch paper, is 15 pages long and has 259...
(A Guide to Impactful Teacher Evaluations: Let’s Finally Get It Right!)
Teacher Evaluation Ratings
Kraft and Gilmour (2017) examined the distribution of ratings teachers have received across several states, and reported that "the percentage of teachers rated as Unsatisfactory has not changed in the majority of states that have adopted new teacher evaluation systems" (p. 4). In other words, the teacher...
(A Guide to Impactful Teacher Evaluations: Let’s Finally Get It Right!)
Faulty Assumption #4: Teacher Evaluation Rubrics Must Incorporate As Many Characteristics of Effective Teaching As Possible
f X Another assumption that sounds logical but doesn't work holds that teacher evaluation rubrics should incorporate as many characteristics of effective teaching as possible. Prior to the Race to the Top reforms in 2009, teacher evaluation documents usually had a few descriptions of teaching...
(A Guide to Impactful Teacher Evaluations: Let’s Finally Get It Right!)
Teacher Evaluation Assumptions Comparison
The new assumptions for evaluating teachers are different from the current assumptions in philosophy, implementation and operation. Below is a chart comparing the faulty assumptions from chapter 3 and the new impactful assumptions of teacher evaluation. Professional Learning Communities Defined...
(A Guide to Impactful Teacher Evaluations: Let’s Finally Get It Right!)
Mentor and beginning teacher’s evaluations
A beginning teacher's evaluations are key evidence in tracking their progression and as indicators of areas for future development. As a mentor, you should encourage a beginning teacher to spend time in reflecting on the planning and teaching of lessons and base their evaluations on pupil progression...
(Mentoring Science Teachers in the Secondary School: A Practical Guide)
Teacher evaluation
A unique characteristic of Vietnamese bureaucracy is represented in its teacher evaluation system. Moi suffered from this formalistic teacher education system. In the middle 2000s, the Ministry of Education and Training and the World Bank (n.d.) developed classroom observation criteria (Table 7.3). This...
(School Reform and Democracy in East Asia)
Do Quantitative Ratings and Qualitative Teacher Evaluations Align?
Many authors have sought to associate the quantitative features of writing (lexical richness, syntactic complexity) with more qualitative or holistic evaluations. For example, Daller, Turlik, and Weir (2013) found a latent growth curve using holistic ratings to measure vocabulary development. Shaw and...
(Aspects of Language Development in an Intensive English Program)