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Welcome to a summary for the unit Analyze comprehensive performance assessment and evaluation systems. Congratulations. You've completed all of the lessons in this unit. We will now review some of the ideas and concepts that we covered throughout this unit.
We started the unit off by thinking about why there is a need for teacher evaluation models. What are they, and how do they differ? As well as, what are the benefits to using them? Feedback and student data are both essential for us as teachers in our growth and development. Teachers have such a huge job, and their role as educators is critical. But remember, they can't do it on their own. Evaluation models are put into place to help teachers' level of quality stay high, to ensure that our students have access to highly qualified and effective teachers.
One of the objectives of this unit was to analyze the teacher evaluation model used in your district or school. In this unit, we explore the fact that across the globe, research studies verify that quality teachers possess a number of specific characteristics. Things like teacher certification, content knowledge, pedagogical skills and training, type of preparation programs, and rigor of the institution, as well as assessment scores. All of these greatly influence student achievement, and they're important to look for in your teacher evaluation models. We talked about data and research that shines light on how essential evaluation systems that support teachers are, and we looked thoroughly at this data.
The second objective of this unit was to evaluate how the model used aligns to Danielson or Marzano. And in this unit, we talked about the fact that Danielson and Marzano's frameworks are two-- that you will, if you're not already-- become very familiar with as teachers. Many state models include elements that assist in supporting teacher development as well as components aimed at evaluating their effectiveness. And it's important to fully understand what model you're using and how it aligns to Danielson, whose model is geared towards evaluating teacher effectiveness, but also has a few components of teacher support. Or if it's more aligned with Marzano's model, where the emphasis is on supporting the teachers' development by using this teacher evaluation. We'll go through an example of the steps in the process of comparing all three and aligning these models.
The next objective of this unit was to reflect on how rubrics and feedback are used to improve practices. As teachers, remember it's essential to consider all of the different approaches to improving our practices. Throughout these lessons, we went back to the idea that access to a high quality effective teacher is the single greatest factor in lessening achievement gaps, according to recent and ongoing research. And we'll talk about some tools in order to do this.
Actionable feedback is an excellent tool that's supportive of the teachers' improvement process, and it can be used by an evaluator to provide feedback that's timely and specific. It's not necessarily a quick and easy process. To develop and give actionable feedback can be very time consuming, but it's extremely meaningful for the recipient.
The final objective of this unit was to assess how the evaluation process provides targeted support, assistance, and professional growth opportunities, all based on teachers' individual needs, as well as the needs of their students, schools, and districts. We looked at data on teacher quality and how it shines light on how essential evaluation systems that support teachers are. Remember that greatest single impact on student achievement is teacher quality. We talked about how we can get here by using evaluation that's frequent and opportunities for self-evaluation that's consistent. We can gather information and data that will in turn assist us in helping all teachers, including those that are new to the profession and whom struggle to meet the effective status.
These objectives in this unit are connected throughout. It's essential to first understand your particular evaluation model and then align it to Marzano and Danielson's and make comparisons there. When you have a good grasp on your model and the alignment of Marzano, Danielson, and your model, 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 a teacher.
Finally, you'll take your understanding and apply it back to the evaluation process, and how it provides targeted support and assistance as well as professional growth opportunities, all of these based on your needs as a teacher and your students' needs, the needs of your school, and the needs of your district. We'll use these ideas any time we work in an educational setting in which teacher evaluations are used.
As we are now at the end of this unit, you should be able to answer the following questions. What is the teacher evaluation model used in your district or school? How does this model used align to the Danielson or Marzano model? How our rubrics and feedback used to improve practices? How does the evaluation process provide targeted support, assistance, and professional growth opportunities based on teacher's individual needs, as well as the needs of their students, schools, and districts?
Again, I want to thank you for joining me in this unit, Analyze comprehensive performance assessment and evaluation systems. I hope you enjoyed following my video lessons throughout this unit as we learn in depth about different models for teacher evaluation and how you can use these models to support your growth as a teacher and your students' growth and achievement.
(00:00- 00:48) Introduction/Objectives
(00:49- 01:30) Objective 1
(01:31- 02:20) Objective 2
(02:21- 03:07) Objective 3
(03:08- 03:52) Objective 4
(03:53- 04:44) Connections Between Objectives
(04:45- 05:32) Reflection