Source: Image light, Public Domain, http://tinyurl.com/p4pfjr7
Welcome. I'm Trisha Fyfe. And in today's video lesson, we will dive into the lesson titled The components of the process of teacher evaluation 2. As we learn about this topic, we will work towards one main learning objective. And in this video, we'll answer the following question. What are the components of the most common teacher evaluation models?
In a previous lesson, we looked at some components of teacher evaluation models like self-evaluation and reflection, pre-conference observations, post-observation conferences, and post-observation follow ups. Today we'll look at the following areas that are also essential to teacher evaluation models. These include student data, student surveys, professional growth goals, and feedback.
Let's start with student achievement data and growth data. This data is a major part of the teacher evaluations, as many states mandate that it must be incorporated into the process of evaluating teachers. The data that states require regarding growth of students is formed based on standardized assessments in the grades and subject areas that are assessed. Value added data, or VAM, Value Added Models, is also used. This is data that states use. And based on the incorporation of student growth data that encompasses student achievement data, that's incorporated into evaluation of teachers.
This data primarily comes from sources such as standardized assessment data that comes from assessments like the NWEA or STAAR assessments. Various assessments by state and local assessments that track student growth targets or Student Learning Objectives, SLOs. Teachers are often required to set these student learning objectives each year for that year. Common assessments that are school-based or teacher developed assessments help to measure these objectives, and these objectives and curriculum should be closely aligned.
Sometimes students' growth is calculated into the evaluation final effectiveness ratings. This can be very touchy and controversial and times. Make sure that you know how it will work for you personally when being evaluated.
Let's talk about the component of student surveys next. This might just be the least common of these components in teacher evaluation models, but they are effective at times. Feedback can be collected from students about their teachers. Sometimes this data from student feedbacks can be assessed and then becomes part of final effectiveness rating. Other times, evaluation models will use this information to assist teachers considering continuous growth and improvement opportunities, but it's not a part of the final effectiveness rating.
The third component will discuss today is professional growth goals. Goals are established by the teacher as part of the process. The teacher and evaluator should consult on the areas of need that are connected to the goals of school and initiatives. Both the teacher and evaluator might think about many different factors when creating these really important goals.
It's essential for teachers to develop professional growth goals each and every year. So many things can change year to year. Professional growth goals are often aligned with areas you have self-reflected on, areas such as your personal interests as a teacher, your needs, which can be based on data from observations in student achievements, and your school and district's needs, goals, and different initiatives that you should be aware of.
The last component we'll discuss today is feedback. Feedback is one of the most vital components of any evaluation process, especially for teachers. Areas of strength and areas that need improvement are discussed, and the evaluator takes note of professional teaching standards, and looks at how you can better connect these in your instruction and practices. A teacher's strengths and needs that are found through observation and data and student achievement data can be used by the evaluator to implement suggestions for improvement. It should be very specific and a teacher should be able to use this data to better themselves and their teaching.
Let's talk about what we learned today. We looked at the following question. What are components of the most common teacher evaluation models? In today's lesson, we discussed four more components of the teacher evaluation model. Student data, student surveys, professional growth goals, and feedback. While evaluation models can and will vary from state to state, even district to district, there are some important elements that each of these models address.
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 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 2. I hope you found value in this video lesson, and are able to apply these ideas and resources to your very own teaching. To dive a little deeper and learn how to apply this information, be sure to check out the Additional Resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material.
(00:00- 00:19) Introduction/Objectives
(00:20- 00:41) Components of Teacher Evaluation Models
(00:42- 02:02) Student Data: Growth and Achievement
(02:03- 02:33) Student Surveys
(02:34- 03:14) Professional Growth Data
(03:15- 03:51) Feedback
(03:52- 04:15) Recap
(04:16- 04:52) Reflection
The Key to Changing the Teaching Profession: What Research Says About… / Using Value-Added Measures to Evaluate Teachers
This ASCD article explores the potential for value added models in determining teacher effectiveness based upon student growth data.
New Study Strikes Latest Blow Against ‘Value Added’ Teacher Evaluation
This article from the National Education Association examines a recent research study conducted by the American Education Research Association which indicates that Value Added Models are inconclusive in predicting teacher effectiveness and result in unfair evaluation measures.