Tagged “Teacher Evaluation”

ASCD Whole Child Bloggers

Engage and Motivate with ASCD’s Summer Boot Camp Webinar Series

ASCD Summer Boot Camp

Delve into summer learning with tips and strategies from a few of your favorite ASCD authors. The first session in the ASCD Summer Boot Camp Webinar Series kicks off Thursday, July 18, at 3 p.m. eastern time and presents a strategic approach to direct vocabulary instruction that helps students master key concepts and retain new terms. Other topics include teacher-led walk-throughs, curriculum, and motivation and engagement from a developmental science perspective.

Learn more about each session and register today!


ASCD Whole Child Bloggers

Take Action: Support Effective Professional Development and Evaluation

The Effective Teaching and Leading Act (S. 1063) was recently introduced by United States Senator Jack Reed (D-RI), and we need your help in getting your Senators to support it! The bill would help ensure that teachers and principals are effectively trained, mentored, developed, and evaluated through proven, team-based professional development strategies.

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Melissa Mellor

Quantifying Teacher Effectiveness

ASCD Policy Priorities - Spring 2013

Can you quantify the effectiveness of a good teacher? How much of that can be determined from student test scores? And how can teachers of untested subjects like the arts, physical education, and social studies be fairly evaluated? These are some of the questions raised in the newest edition of Policy Priorities, ASCD's quarterly policy newsletter, which examines U.S. efforts to transform its teacher evaluation systems.

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Klea Scharberg

A Progress Report on Teacher Evaluation

In the past three years, 36 U.S. states and the District of Columbia have changed their teacher evaluation policies, mainly to qualify for federal Race to the Top funds or No Child Left Behind waivers. States are drafting, implementing, and using new systems that incorporate measures of student achievement, levels of performance, classroom observations, and performance-based tenure decisions. All these elements must come together to produce results relevant to the improvement of teaching and the development of teachers themselves.

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Thomas R. Hoerr

Teacher Evaluation and the Whole Child

We measure what we value. This is true in how we spend our time, where we focus our efforts, and how we evaluate our teachers. Believing that educators must embrace the whole child—we must be sure that a child is healthy, safe, supported, engaged, and challenged—then how should that affect our approach to teacher evaluation? Don't misunderstand me: academic skills are terribly important, and teachers, principals, and schools are judged on how children perform on multiple-choice tests. We can mourn that (and I do), but it is a reality. But it can't be the whole reality. As we prepare students to succeed in the real world, not just to do better on their tests next year than they did this year, we must bring a whole child approach to how we view our students.

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David Snyder

Evaluating Teachers of Non-Tested Subjects in the Age of Value-Add

With many U.S. states overhauling their teacher evaluation systems and introducing student test scores as a factor, how can schools ensure fair evaluation of teachers of non-tested subjects, like art and physical education? One of the first states to begin implementing evaluation reform was Tennessee, and back in February, Education Week's Teaching Now blog noted the efforts of arts teachers in Memphis to devise alternative evaluation criteria based on portfolios, work that went on to be lauded by Arne Duncan. Absent alternative criteria, such teachers would be evaluated in part on a schoolwide value-added score unrelated to their subject specifically.

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ASCD Whole Child Bloggers

APPR: It’s All About the Students

American Association of School Librarians

Post submitted by Paige Jaeger, coordinator for school library services with the Washington-Saratoga-Warren-Hamilton-Essex (N.Y.) Board of Cooperative Educational Services, and Sue Kowalski, president of New York State Library Association's Section of School Librarians, on behalf of whole child partner American Association of School Librarians (AASL). Connect with school library professionals on Twitter @AASL and the AASL Blog.

As school librarians, we love the Common Core State Standards. Its focus on rigor and relevance are commendable and necessary to educate the Millennial generation and help the United States become competitive in a global society. Across the United States, simultaneous with the launching of the Common Core standards is the requirement to have annual professional performance reviews (APPRs) defined for classroom teachers in order to meet Race to the Top (RTTT) criteria. It's RTTT that is this year's thorn in the flesh.

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Sean Slade

Education: A System for Sorting or for Learning?

Caught up in the middle of the debates and discussions about education reform over the past few years lies a fundamental difference in how people view education. Is it a system designed for sorting or is it a system designed for learning?

Many of the reforms and innovations that are proposed appear to slot education into the sorting category rather than the learning category. Whether it is an emphasis on high-stakes testing or the expansion of fast-track teacher training programs, both of these education trends appear to be designed to test and label rather than to help them learn and grow.

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Paula Mirk

Evaluating Teachers on the Hidden Curriculum

Teachers should be evaluated on the atmosphere they create in their classrooms and the degree of trust they have established with their students. Several findings from the Schools of Integrity and other research literature support examining both classroom culture and teacher-student relationships.

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James H. Stronge

What’s Wrong with Teacher Evaluation and How to Fix It: One Size Fits All

Teachers matter. They have an extraordinary, positive, and lasting effect on their students. Students with high-performing teachers can progress three times as fast as students with low-performing teachers, and each student deserves access to highly effective teachers in every subject.

So, how do we know which teachers are effective? All teachers deserve a fair and accurate assessment of their skills, how they perform in the classroom, and how they can improve. Teacher effectiveness is dependent on these accurate and fair evaluations that are based on multiple measures, including—but not solely based on—their students' performance in the subjects they teach.

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