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


Historical and Conceptual Background KnowledgePerformance AppraisalsProblems with Performance Appraisals in LiteraturePerformance of What?The Birth of the Teacher Evaluation ChecklistTeacher Appraisal TodayTeacher and Principal ResponsesWhere Do We Go From Here?The Learning OrganizationA Lasting LegacyReferencesCurrent Teacher Evaluations Systems OverviewHow Are Teachers Being Evaluated?The Marzano Teacher Evaluation ModelThe Danielson FrameworkIndiana RISE Teacher Evaluation ModelCurrent Systems Don’t WorkTeachers Are Still DissatisfiedComplexity of the Work is Good, Complexity in Documents is CumbersomeTeacher Evaluation RatingsIt’s Not the People—It’s the SystemMeasurement vs. EvaluationPatterned Rationality and the Art of TeachingCollecting Data Is Not the AnswerConclusionReferencesFaulty AssumptionsA Foundation Built on SandFaulty AssumptionsFaulty Assumption #1: Education Should Mimic the Business WorldFaulty Assumption #2: Principals Should Conduct Classroom Observations of Teachers to Determine EffectivenessFaulty Assumption #3: Teachers Demonstrate Effectiveness Alone in Front of a ClassroomFaulty Assumption #4: Teacher Evaluation Rubrics Must Incorporate As Many Characteristics of Effective Teaching As PossibleCommon TeachersFaulty Assumption #5: Effectiveness Is Defined by Classroom Teacher Actions, In the Moment, In the ClassroomFaulty Assumption #6: Document, Document, DocumentFaulty Assumption #7: Carrot and Stick Are the Best MotivatorsReferencesTeacher Quality, Effectiveness and EvaluationExcellent Teachers, Excellent StudentsSome Things are Just Hard to MeasureEffective Teaching: A RedefinitionImprove Evaluation Systems; Increase Collective Efficacy; Raise Student AchievementPLCs and Collective EfficacyTeamwork in Other Industries and EducationPLC in ActionTeamwork in Education: Professional Learning Communities (PLCs)The Capable Teachers are Already HereTeachers Are Already Collaborating—SometimesThe Learning EvaluationDo Teacher Dispositions Still Matter?What Does This Mean for Us?Is negative evaluation necessary?ConclusionObservation of Student OutcomesEngagementPurposeProductivityStudent CollaborationPositive RelationshipsStudent-Centered Observation Rubric (SCOR)ReferencesDawn is Here: A New Day for EducatorsFalling Between Two PurposesHigh-Stakes EvaluationsTeachers as ProfessionalsCreating a Learning EvaluationA New FoundationAct Now!It is Time to Start OverNew AssumptionsNew Assumption #1: Schools Are Not BusinessesNew Assumption #2: Principals As Team Leaders Determine EffectivenessNew Assumption #3: Success Isn’t IndividualNew Assumption #4: General > SpecificNew Assumption #5: Communicate, Communicate, CommunicateTeacher Evaluation Assumptions ComparisonProfessional Learning Communities DefinedTips and Talking PointsThe Four Cs of Creating a Learning Evaluation SystemReferencesLearning Evaluation SystemTheory of Action: A Learning EvaluationDangerous AspirationsBringing it All Together"Emphasize This, Not That"Learning Evaluation RubricLearning Evaluation AssumptionsStudent Learning-Focused MissionContributions to Collaborative TeamsCollaborative Teams AssumptionsData UtilizationData Utilization AssumptionsThe Learning Evaluation process proposed here makes certain assumptions about how data will be gathered, regarded and used.Goal SettingGoal Setting AssumptionsCurriculum and PedagogyCurriculum and Pedagogy AssumptionsImprovement and Examination of PracticeImprovement of Practice AssumptionsExamination of PracticeExamination of Practice AssumptionsTeacher InfluenceSubjectivity Is A Good ThingFirst Things FirstLearning Evaluation Rubric Assumptions: GraphicLearning Assumptions Concept FlowReferences