The Components and Process of Teacher Evaluation 1

Video Transcription

Hi, my name is Ashley. And today's lesson is titled the components and process of teacher evaluation one. In today's lesson, we will look at types of teacher evaluation models and look at the components of the evaluation process.

What types of teacher evaluation models are used? Teacher evaluation models vary from state to state, but they are all very similar. Some districts have adopted models from Charlotte Danielson and Robert Marzano or have adapted their models to be similar to these.

What are the components of the evaluation? The evaluation process of the teacher begins with self-evaluation. This is where the teacher reflects on his or her own strengths and weaknesses, and choose an academic or professional growth goal he or she would like to work towards. This can be shared with the administrator or not.

At my school, we choose a goal that is for student growth and also a goal for ourselves so that we may grow professionally. This is done at the beginning of the school year.

The next step is the pre-conference. This is where the teacher and the evaluator will sit down and discuss the calls that are made and how achievable the goals are. And this is where data will be looked at, as well, the makeup of the class, as well as strengths and weaknesses of the class or teacher. If the teacher will need assistance in meeting this goal, this is where the evaluator and the teacher will discuss those options.

The observation is the next part of the evaluation process, which also makes up a very large part. Observations may be announced or unannounced. Most often, announced observations will have pre and post-conferences. Observations will usually last an entire class period or may be based on the subject or the great level. An unannounced observation may not have a pre or post-conference, and will most likely be for a shorter period of time.

When an evaluator is assessing a teacher's performance, they're looking for two main things-- teacher practices and professional practices. During the classroom observation, evaluators are looking to see instructional strategies the teacher is using. Whether or not the teacher is able to manage the classroom atmosphere. And the strategies they are using to do so. Whether or not materials are prepared. And the strategies they are using to collaborate with students, as well as the types of assessments that are used. This criteria should also be noted somewhere in a rubric that you have available for yourself so that you know what your administrator is looking for before your observation takes place.

As far as professional practices, the evaluator will want to see some evidence of attendance of a professional development opportunity or involvement, how you communicate with parents, and its effectiveness. Whether you collaborate effectively with your team members. And the decisions you make on a daily basis with your students, colleagues, and parents. This also will be noted somewhere on a rubric so that you are aware of what the evaluator is looking for.

After your observation has been complete, it is time for the post-observation conference where you will meet with the evaluator and review the results of the observation. This is where the evaluator will provide feedback on what went well and what could be improved, and set a plan for improvement, if needed.

If additional assistance is needed, this is where you would tell your principal other resources that you might need to make improvements in your teaching practices. You may also want to clear up anything that was misunderstood about anything that was observed. And if the principal or the evaluator does not set up this post-conference, ask for one. This information can be very important to you, as a teacher, and may give you insight on things you do not know.

For example, I know that I found the post-conference valuable to me because my principal was able to tell me how many people were engaged while I was teaching, and how many people were not. And being the only teacher in the classroom, you can't see every single thing. So having someone else come in and sit in the back and observe, it was easy for them to pick up on things that I wasn't able to pick up on.

Lastly, the evaluation process ends with the post-observation follow-up. After meeting with your principal or evaluator, come up with the plan for improvement based on the things that were discussed in the post-observation conference. Go to your peers for support. Attend a professional development workshop or seminar. Ask for additional resources. And then request a follow-up observation to receive feedback from your evaluator to see if you have made the necessary improvement improvements.

Let's recap what we have talked about in today's lesson. The teacher evaluation models vary from state to state. They're all very similar. Some have adopted the Danielson or Marzano model.

There are many components of the evaluation process. It first begins with self-evaluation, with the teacher evaluating his or her own strengths and weaknesses. And then the choosing of a goal they would like to work towards for that school year.

During the pre-conference with the evaluator, you discuss how you will work toward the goal. The observation then takes place, and the evaluator observes what is seen in the classroom.

During the post-observation conference, the teacher and evaluator discuss what was observed and what went well and what did not. During the post-observation conference, the teacher and evaluator discuss what was observed and what well and what did not. They may come up with a plan of action to make improvements. If need be, there can be a post-observation follow-up where the teacher has made those improvements.

As you reflect on this material, review the five stages of the evaluation process. Also, ask your administrator or district for a rubric that is used to evaluate your performance.

As you reflect on how this new information can be applied, you may want to explore the Additional Resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.