This lesson introduces the core learning objectives relative to “Creating and Managing a Competency Based Educational Environment that Values Student Voice and Pace”
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Welcome to an introduction for the in and Analyze Comprehensive Performance Assessment and Evaluation Systems. I'm Trisha Fyfe, and during this video I'll take you through a glimpse of the concepts that we will cover throughout this unit.
Let's start out by talking about why there is a need for teacher evaluation models. What are they? How do they differ from one another, and what are the benefits to using them? These are all questions that we'll answer in this unit.
Feedback and student data are both essential for us as teachers in our growth and development. Teachers have such a big job, and their role as educators to our students is so critical. But, they can't do it on their own. Evaluation models are put into place to keep quality of teachers high, to ensure their students have access to these highly qualified and effective teachers.
One of the objectives of this unit is to analyze the teacher evaluation model used in your school or district. In this unit, we'll explore the fact that across the globe, research studies verify that quality teachers, teachers who possess a high number of these characteristics, like certification, content knowledge, pedagogical skills, training, and type of teacher preparation programs, greatly influence student achievement.
We'll also look at better understanding teacher effectiveness and how this compares to levels of student achievement, as well as how this fits into your evaluation model. We'll look at much data and all the evaluation systems that are so important for teachers who are new to this profession.
The second objective of this unit is to evaluate how the model used aligns to the Danielson or Marzano models. In this unit we'll discuss the fact that Danielson and Marzano's frameworks are two that you will become very familiar with as a teacher, if you're not already. Many state models include both elements that assist in supporting teacher development, as well as components that are aimed at evaluating teacher effectiveness.
It's important to fully understand the particular model that you'll be using as a teacher. It may be based on Danielson, who's model is geared towards the evaluation of teacher effectiveness, but also has components of teacher support. Or, the model you use may be aligned more with Marzano's evaluation model, where the emphasis is on supporting teacher development by a use of teacher evaluation.
Comparing your specific model to the models of Marzano and Danielson will help you understand the purpose as well as the big picture of the evaluation process in your school and district.
The next objective of this unit is to reflect on how rubrics and feedback are used to improve practices. As teachers, it's essential to consider different approaches to improving our practices. For example, actionable feedback. It's an excellent tool that's supportive of teacher improvement, and we'll talk about that in this unit. This type of feedback can be provided by an evaluator and it offers timely and specific suggestions for improvement that are measurable. This is a large piece to this type feedback.
The final objective of this unit is to assess how the evaluation process provides targeted support assistance and professional growth opportunities based on teachers, individual needs, as well as the needs of students, schools, and districts. We'll look at the data on teacher quality from NCES, Hattie Darling-Hammond, and MET, for example. And, how it shines light on how essential evaluation systems that support teachers really are.
These evaluation systems are so important for teachers that are new to the profession, especially. Remember, the greatest single impact on student achievement is teacher quality and teacher quality is, by far, the most valuable resource in our schools and for our students. So, we'll talk about how we can get here.
The objectives in this unit are connected throughout. It's essential to first understand your particular evaluation model. What are the components? What are the goals? It's then essential to use what you've learned in your model and apply it in an attempt to aligning this model to Danielson and Marzano.
When you have a good grasp on your model in the alignment process, you can focus on the various types of feedback and rubrics that will help you through this process. The goal here, is for you to obtain what you need for support and professional development as teacher.
Finally, you'll take your understanding and you'll apply it back to the evaluation process, and how it provides targeted support, assistance, and professional growth opportunities. All of these based on a teacher's individual needs, and the needs of students, schools, and districts.
How do all the components work together to support the teacher and the student? We use these ideas any time that we work in an educational setting in which teacher evaluations are used.
At the end of this unit, you will be able to answer the following questions. What is the teacher evaluation model used in your district or school? How does this model used aligned to the Danielson or Marzano model? How are rubrics and feedback used to improve practices? And, lastly, how does the evaluation process provide targeted support, assistance, and professional growth opportunities based on the teacher's individual needs, as well as the needs of their students, schools, and districts?
Again, I want to welcome you to this unit, Analyze Comprehensive Performance Assessment and Evaluation Systems. I'd like to invite you to follow my video lesson throughout this unit as we learn in depth about the different evaluation models and how these models will assist in bettering yourself as a teacher and enhancing your students' learning.
(00:00- 00:48) Introduction/Objectives
(00:49- 01:32) Objective 1
(01:33- 02:28) Objective 2
(02:29- 02:59) Objective 3
(03:00- 03:43) Objective 4
(03:44- 04:40) Connections Between Objectives
(04:41- 05:28) Reflection