Teacher Evaluation Research Paper
Introduction
The teaching profession and the attitudes towards teaching have dramatically changed over the course of our educational history. Once deemed to simply be a servant of the community, the teaching profession continues to evolve as more people recognize the importance and demanding nature it is to be a teacher. Therefore, it makes sense that, as the profession has changed, so has the needs and methods of teacher evaluations. Early on, this role was the responsibility of local clergy and local government officials. Now, evaluating the effectiveness of the teacher and how this may (or may not) affect student achievement has become a very complex process. In additional, various legislation like
…show more content…
He established three components to measure student learning: 1) using testing to determine the level of each students, 2) establish clear objectives in curriculum development, and 3) using reliable measurements to identify the level of learning. Avril Barr (1948) noted that supervisor’s ratings of teachers were the metric of choice, but other researchers noted that teacher evaluation showed little about students’ level of learning. In fact, Jacob and Philip Jackson (1963) called for an end to evaluations linking teacher characteristics to student learning. Donald Medley, Homer Coker, and Robert Soar (1984) described quite well the history of teacher evaluation from the turn of the twentieth century to about 1980. This history might be divided into three overlapping periods: (1) The Search for Great Teachers; (2) Inferring Teacher Quality from Student Learning; and (3) Examining Teaching Performance. At the beginning of the twenty-first century, teacher evaluation appears to be entering a new phase of disequilibrium; that is, a transition to a period of Evaluating Teaching as Professional …show more content…
For one, poor quality teacher evaluation instruments can lessen the ability to evaluate a teacher’s skills. Often times, these instruments are “cookie-cutter” forms and are not modified or changed to reflect current trends in teaching or subject matter. They sometimes just have lists of desirable traits that someone identified as being important. I’m not sure it is beneficial to have one standardized form to use for all of the teachers located at the same school. Different subjects, students, and classrooms all have varying objectives and therefore, teacher evaluations should reflect these variables. Also, little guidance is provided on how to complete the teacher evaluation form, and on top of that, different evaluators have their own ideas of how to evaluate someone so their evaluations can be highly subjective. Districts typically give little direction regarding what evaluators should look for. Instead of providing guidelines and rubrics about the substance of evaluations, districts are more likely to set out time lines and explain processes (Koppich & Showalter, 2008). Also, there is a tendency for teacher evaluations to be very similar with little variance in scores. Because of this, there are few consequences associated with the evaluation. Strong teachers are not rewarded for high quality work, and poor teachers are
The current form of teacher accountability, is well known, but has little support. The system we have adapted to, judges our teachers and views them as simple minded. Tucker points out in the report, Fixing Our National Accountability Problems, that having standardized tests judging our teachers is not giving students a better education. Nocera uses Tucker’s quote: “There is no
Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning (Black, Harrison, Lee, Marshall, & Wiliam,
TASC Reflection The Interstate Teacher Assessment and Support Consortium (InTASC) attempts to bring together a complete and clear set of standards for teachers. These standards serve the purpose of outlining the expectations for all teachers. This set of standards create a clear picture of all that teachers are excepted to do in the realm of education (InTASC, 2011).
Currently, students' opinions may get pushed to the back burner unless there is enough repetition of an issue to form a solution. With annual teacher evaluations, the opinion of students can be heard and sorted through in order to solve problems throughout the
Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the
Mumford Academy is in the process of transitioning from it's prior E.A.A. evaluation system into the DPSCD Danielson teacher evaluation system. For the past two months, school leadership has been norming themselves under the Danielson rubric to develop a clear understanding of the new evaluation system. Under the Danielson Rubric tenured teachers are observed four times during the year. Two announced observations as well as two unannounced observations. The observation sequence for non-tenured teachers consists of at least two announced and four unannounced observations.
Discussion: Mrs. C meets this criterion since she used different forms of assessment, such as giving a spelling quiz and handing out math worksheets. Through homework and tests she is able to see if her students are understanding the material and developing the critical thinking skills that are needed in a democracy. Mrs. C also assessed the students by asking questions during a classroom discussion on the different addition and subtraction strategies. 4. Integration of Family and Community Criterion: “Build relationships with school colleagues, families, and agencies in the community to support students’ learning and well-being, and work to foster an appreciation of diversity among students and colleagues” (Portrait of a Teacher,
Standardized tests have caused so many teachers to be labeled due to how their students performed on tests. If their class performs well, the teacher is deemed to be a "good" teacher ; if their class does not perform so well than the teacher is often labeled "unfit" . Teachers dedicate so much teaching time to standardized tests and state exams when in all actuality, they are harming students more than they are helping them. For this and many other reasons, I believe that standardized and state tests do not measure educational quality and should not be a requirement. From pre-kindergarten until students have received all of their credits, they are required to take state test and exams, which have no reflection on how they 're
Smarter Balanced Assessment: Pro or Con? Smarter Balanced Assessment, who is it truly assessing, the teachers or the students? Smarter Balanced testing contributes to the teacher’s performance, but is it beneficial or does it have unintended consequences? Students are ultimately grading the teachers by taking these tests and they are not even aware of it. The disadvantages may outweigh the benefits for this topic, but teachers must look past the disadvantages and do what they were meant to do, teach.
Schools are being reviewed by scores instead of their overall accomplishments. Teachers are being treated the same way. Teachers are also evaluated by student test scores. Because of this, teachers are leaving their profession. Teachers feel it is unfair they are not being evaluated by all their hard work.
Standardized testing are giving in many areas of the nation According to a article by “The Washington Post” “The study analyzed tests given in 66 urban districts in the 2014-2015 school year. It did not count quizzes or tests created by classroom teachers, and it did not address the amount of time schools devote to test preparation”(Layton Lyndsey). Teachers are being evaluated by students and how well they do on the standardized test. Several states have tied student performance to teacher evaluation. The National Council on Teacher Quality reported in January 2014 that “about
Finally, there is a lot of unfair logic, for example, if students are not paying attention and are bad students. Some of them are bad test takers or/and overwhelmed by the frequent tests. They would get a bad grade reflecting on the teacher and it might be a very good teacher. Even, if it was a bad teacher and the student studies and are smart. They might be masking a not so good teacher.
1. Describe the skills or attributes you believe are necessary to be an outstanding teacher. Being an outstanding teacher goes beyond acquiring the competence and knowledge to deliver rigorous academic instruction to a diverse group of students. Outstanding teachers possess a multitude of qualities making them unique and unforgettable to the children they serve. I believe that outstanding teachers are passionate, inspired, creative, compassionate, patient and understanding.
Imagine going to a university and attending for four years and getting a bachelor’s degree in education. Then, after you graduate, you get a job at a local school, and get a new house. You then start getting your paychecks and realize you can barely afford the bills nor pay off your loans. You have no choice and need to get two, maybe even three jobs to make ends meet. You also begin to realize that people who did not even attend college, make more money than you.
In order to be a teacher, it is very important for you to know what you are teaching your students. Students must understand each concept, in order for that to happen the teacher needs to fully understand it as well. One way to assess how well the teacher is showing subject matter competency is through reflection. This can be through many different things such as assignments and assessments. Assessing students helps show how well the students are understanding each concept.