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Welcome. I'm Trisha Fyfe. And in today's video lesson, we will look at the lesson titled, The Components and Process of Teacher Evaluation I. As we learn about this topic, we will work toward one main learning objective. Together we'll answer the following question in this video lesson. What are the components of the most common teacher evaluation models?
So how do teacher evaluation models compare, state by state? Many states have based their models for teacher evaluation on key models and frameworks within education, such as Danielson and Marzano. This means that as you look at each state and individual school district, and what they have developed for teacher evaluation, some of these models may look very similar in the components that they include.
In this unit, we will take a deeper look at Charlotte Danielson's Model and Robert Marzano's model. These are the two models that most commonly are adapted to create models, state by state.
In today's lesson, we will explore the components of teacher evaluation models. Some of the most essential and highly used components of individual teacher evaluation models are self-evaluation and reflection, pre-conference, observations, post-observation conferences, and post-observation follow-ups. Let's take a few minutes to go over each one individually.
First, self-evaluation and reflection. This component of evaluations for teachers is often one of the first steps to plan, set goals, and evaluate needs. It's important to determine strengths and weaknesses. What am I good at? What do I need to improve on?
We need a starting point, as teachers going into the evaluation process. And these reflections can be shared, but they don't have to be. They're used to guide the process of beginning to think about professional goals.
The next component is the pre-conference. This happens before the observation, if the observation is announced beforehand. If unannounced, obviously, this would not be a component, most likely. Teachers are able to share what might happen during the observation. This helps the evaluator plan for the evaluation process.
The two might discuss goals for the observation, or questions they have. Strengths and weaknesses are good to bring up at the pre-conferences, to reiterate needs and goals. If a teacher has done some self-reflecting, they might have some areas they know they would like the evaluator to focus on, and the pre-conference is a great opportunity to bring up these thoughts.
Observations are another key component in teacher evaluation models. They are essential to moving forward. There are two types of observations, announced and unannounced. When announced, notice is given to the teacher and there is generally time for a pre-conference between teacher and evaluator. A post-conference generally follows, to ensure time to debrief and go over observations and questions.
Generally, evaluators observing in the K through 12 levels prefer to stay for the entire class period, depending on the schedule. This allows for the observation of the entire activity, from beginning to end, including transitions. It also prevents students from getting too thrown off of their routine.
If an observation is unannounced, it's done so with no notice to the teacher. Therefore, it does not involve a pre-conference. A post-conference is still recommended to debrief and share ideas, however. Unannounced observations may last the entire class period, or they might be shorter in length.
Observation criteria is another piece of teacher evaluation models on the component of observations. Teaching practices includes things like the instructional strategies, classroom management, preparation and collaboration, assessment, and feedback. These all have criteria developed around them. A main model rubric encompasses these teaching practices, and this rubric defines observation criteria.
Professional standards help connect the rubric to best practices in these areas. These best practices set the stage for what the individual evaluating should observe in the classroom.
Another area where criteria is developed is professional practices, which is also connected to professional teaching standards, and these are formed using the model rubric that encompasses professional practices. Professional practices fall under observation criteria. These criteria form what evaluators should expect to look for outside of the classroom setting, as far as ethical and professional responsibilities of teachers. They should be evident in the professional learning community. Communication with parents and colleagues, the ability to collaborate, as well as the ability to make solid ethical decisions, are just a few criteria that make up an outline on this rubric.
Another key component in teacher evaluation models is the post-observation conference. This is where the teacher observed and evaluator can finally talk about what has happened thus far. Be debriefed, asking questions like, what went well? What improvements can be made? What is the plan of action for incorporating these improvements?
A teacher might ask the evaluator for help or support in specific areas, or they might ask if there are any misconceptions from the observation. Because oftentimes there are areas to improve on, it's essential to ensure that a post-observation is scheduled.
The post-observation follow-up is the last component of teacher evaluation models that we'll talk about today. This conference comes after a plan for improvement is created, and after teachers have used professional development opportunities to implement practices or strategies. More feedback about the areas of improvement can be obtained when a follow-up observation is requested. As teachers, it's vital that we seek out and use any available opportunity for feedback. This is how we ensure our students, and ourselves as teachers, are getting what we need at all times.
Let's talk about what we learned today. We looked at the following question. What are the components of the most common teacher evaluation models? In today's lesson, we discussed the five components of teacher evaluation. Self-evaluation and reflection, pre-conference, observations, post-observation conferences, and post-observation follow-ups.
We also touched on the fact that a few models, such as those of Danielson and Marzano, are used by many states and districts when forming models of their own for reflection. Now that you're more familiar with these concepts, let's reflect. What do you feel are the most valuable components of the evaluation process? Are there any of these areas that you know you will need more support in than the others?
Thanks for joining me today in discussing the lesson, The Components and Process of Teacher Evaluation I. I hope you found value in this video lesson and are able to apply these ideas and resources to your own teaching.
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.
(00:00- 00:20) Introduction/Objectives
(00:21- 00:55) Comparing Teacher Evaluation Models
(00:56- 01:17) Components of Teacher Evaluation Models
(01:18- 01:48) Self-Evaluation/Reflection
(01:49- 02:29) Pre Conference
(02:30- 03:27) Observations
(03:28- 04:41) Observation Criteria
(04:42- 05:15) Post Observation Conference
(05:16- 05:48) Post Observation Follow Up
(05:49- 06:17) Recap
(06:18- 06:59) Reflection
Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Project’s Three-Year Study
This study was funded by the Bill and Melinda Gates Foundation and outlines the important components of teacher evaluations based on research findings.
Creating a Comprehensive System for Evaluating and Supporting Effective Teaching
This report from Stanford University outlines the connection between teacher evaluation and the standards used in teaching and learning.