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Welcome to a summary for the unit, Evaluating Teacher Assessment and Evaluation Models. Congratulations. You have completed all of the lessons in this unit. Today, I will take you through a review of the concepts that we covered throughout this unit.
Remember, we began by thinking about your role as a teacher and how first and foremost, your responsibility is to help your students learn. This isn't always a clear path. Each student's unique, and each school and district is different. We need to always be constantly looking for ways to better ourselves as teachers. And schools, districts, and states have strategies in place to ensure that we can do this.
This is where teacher assessment and evaluation comes into play. In this unit, we looked at each of these more deeply. The first objective of this unit was to analyze the Danielson teacher evaluation framework, and the Marzano teacher evaluation model. We talked about the domains and components of each of these models, and I gave you examples of where these elements can be seen in different scenarios.
We walked through the Danielson teacher evaluation model, a model that's made up of 22 components and 76 smaller elements, all grouped under four domains. The use of the Danielson model for evaluation is widespread, and many states have adapted this model, or currently use it within their districts. In fact, it's one of the most widely used models for evaluation in the United States.
We also discussed how Marzano used research studies to outline the development of the 2013 version at his Marzano model for teacher evaluation, which is made up of four domains, with elements under each of those domains, as well.
Another objective of this unit was to analyze professional teacher standards, National Board teachers standards, and ISTE teacher standards. In this unit, we looked at three types of standards, as well as how these standards came to be. I gave you specific examples throughout the unit, and we discussed the fact that many of these standards stem from the ESEA, or elementary and secondary education action, and the No Child Left Behind Act. We explored the role that teacher evaluation and standards play, and the fact that teacher quality can be assessed with the use of professional teacher standards, which can become a piece to the teacher certification process.
I showed you the InTASC model core teacher standards. These are the core set of professional teacher standards, grouped into four domains and eight standards. Then we looked at the National Board teacher standards. The process of becoming certified by the National Board encourages teachers to use reflection, and this helps teachers to become more aware and intentional of the standards that they're using in their teaching.
The next objective of this unit was to evaluate the strengths and weaknesses of teacher evaluation models and standards. Throughout this unit, we examined the benefits of each model for evaluation to teachers and students, and discussed the new unit implications of each model and type of standard.
We looked at tools that can help us as educators carry out each model. The Danielson model, for example, offers many tools and resources for the evaluation process for mentors and coaches and teachers. It can be downloaded for ease of use, or districts can purchase multiple copies. It also uses rubrics that can be helpful.
We explored two of the major unions in the country, the NEA and the AFT, National Education Association and American Federation of Teachers. Much of the feedback for teacher evaluation models comes from these two unions. Specifically, we focused on where these unions believe their limitations lie, and where they have made recommendations for improvement in teacher evaluation models.
The final objective of this unit was to reflect on how the evaluation models and standards help strengthen the knowledge, skills, dispositions, and classroom practices of the teacher. We looked at reflective questions, and we studied the impact of these models and standards, and how they can impact teachers and students. We reflected on what this all means to you as a teacher, by using case studies and specific examples. We looked at how extensive the process of teacher evaluation is, and how looking at yourself and goals as well as your practices and needs is essential.
Reflecting on yourself as a teacher and where you are can help you create goals for professional growth, and develop professional development plans. The objectives in this unit were connected throughout. In order to deepen your learning and apply this knowledge, it's important to have a solid understanding of the models, specifically the Danielson and Marzano for this unit, as well as the standards, and where they came from, as well as how they drive evaluations for teachers.
Once you have a good understanding of these first two objectives, you'll have the ability to look at strengths and weaknesses of standards, as well as teacher evaluation models. Once all of this is in place, you'll be able to meet that final objective, to reflect on these standards and evaluation models. It's important to have a solid understanding of where they came, from their purpose, and their strengths and weaknesses.
The ideas presented in this unit can be applied to any teacher who is preparing to teach. These models for evaluation and standards are used throughout the country. And while they might vary slightly state by state or district by district, they're all aimed at the same goal, ensuring our students have the most highly qualified and effective teachers.
We're now at the end of the unit, and you should be able to answer the following questions. What are the Danielson teacher evaluation framework and Marzano teacher evaluation model? Why are they important? What are professional teacher standards, National Board teacher standards, and the ISTE teacher standpoints .
And how will these effect us as teachers. What are the strengths and weaknesses of various teacher evaluation models and standards? And finally, how do valuation models and standards help strengthen the knowledge, skills, dispositions, and classroom practices of teachers. Again, I want to thank you for joining me in this unit, Evaluating Teacher Assessment, and evaluation models.
I hope you have found value in the lessons that we've gone through throughout this unit. And I hope you're able to apply these ideas and concepts to your very own teaching.
(00:00- 00:45) Introduction/Objectives
(00:46- 01:37) Objective 1
(01:38- 02:38) Objective 2
(02:39- 03:40) Objective 3
(03:41- 04:22) Objective 4
(04:23- 05:23) Connections Between Objectives
(05:24- 06:13) Reflection