Brave New World of Teacher Evaluation

Autor/in	Schachter, Ron
Titel	Brave New World of Teacher Evaluation
Quelle	In: District Administration, 48 (2012) 10, S.43-47 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-5749
Schlagwörter	Teaching Methods; Observation; Assistant Principals; State Legislation; Teacher Evaluation; Administrators; Federal Programs; Professional Development; Feedback (Response); Classroom Observation Techniques; Academic Achievement + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Principal; Principals; Stellvertretende Schulleitung; Landesrecht; Teacher appraisal; Lehrerbeurteilung; Schulleistung
Abstract	Evaluating teachers--whether casually or more rigorously, annually or less frequently--has long been part of the job description of many a principal and assistant principal, who often have relied on occasional observations to make their judgments. What has usually resulted are an overwhelming number of "satisfactory" ratings and the infrequent "unsatisfactory" designations. But times are changing, thanks to a spate of state laws mandating, and raising the bar for, teacher evaluations. The quest in 2009 for significant funding from the federal $4.5 billion Race to the Top program has also spurred states to raise the ante and the standards of teacher evaluation, which was required to qualify for such funding. Educators seem to be drawn to perhaps the most widely adopted approach--one being implemented by almost a dozen states, including Arkansas, Pennsylvania, Wisconsin, and Delaware and a growing number of districts, New York City, Chicago, Houston, and Syracuse among them. It is an extensive framework developed by educational author and consultant Charlotte Danielson. Sixteen years ago, Danielson wrote one of the earliest books on teacher evaluation, titled "Enhancing Professional Practice: A Framework for Teachers." This framework--which depends mainly on classroom observation--covers 22 components divided among four domains: (1) Planning and Preparation (including areas such as "Demonstrating Knowledge of Content and Pedagogy" and "Designing Student Assessments"); (2) Classroom Environment (including "Managing Classroom Procedures" and "Establishing a Culture for Learning"); (3) Instruction (such as "Using Questioning and Discussion Techniques" and "Using Assessment in Instruction"); and (4) Professional Responsibilities ("Participating in a Professional Community," for example). Districts need to ensure that school administrators are well-trained as classroom observers. These are high stakes evaluations for teachers that put a heavy burden on the system to do it well. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10