21
their own performance.
The
evaluator
then
returns to see if the
performance has in fact
changed and improved.
The real accountability is
in
changing
the
performance, not rating
the teacher.
Components of a well
-executed
teacher
evaluation include:
The evaluator
carefully and
accurately
collects the
facts
about
what
is
occurring in
the classroom
during
the
observation. I
encourage
evaluators to
look for FFT
Domain/
Component
3c “Engaging
Students in
Learning”
first. They should be recording
evidence of what the students are
learning as a top priority of gathering
evidence.
Next, the evaluator needs to know what
an excellent teacher would do. This is
where the FFT rubric is essential for
describing what is expected. In addition
to the FFT, both evaluators and
teachers need to read and study about
the Danielson work. A great resource is
Danielson’s book “Implementing the
Framework for Teaching in Enhancing
Professional Practice.”
Next, the evaluator must direct the
teacher regarding what the teacher
needs to do to get better. I suggest that
evaluators use “coaching” techniques
for teachers who are at the Proficient
Plus or better rating level. For those
teachers rated lower than Proficient
Plus, the evaluator will need to direct or
tell the teacher what they specifically
need to do to get a better rating. At the
Needs Improvement or Unsatisfactory
level, the evaluator should state
emphatically exactly what the teacher
must
do to get better. The evaluator
also must ensure that the teacher
knows
how
to do what you are directing
them to do.
The issue of using student growth in the
teacher evaluation process will be required to be a
significant part of the performance based teacher
evaluation process for all teachers by 2016. Most
school districts are just now starting to learn more
about this process and there is still much to be
discovered.
As a member of the Performance Evaluation
Advisory Council (PEAC) since 2010 I can tell you
that using student growth for teacher evaluation
will be a very complicated and controversial
(Continued from page 20)
(Continued on page 22)
