HOW TO DEVELOP A TEACHER EVALUATION PLAN

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HOW TO DEVELOP A TEACHER EVALUATION PLAN
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• INTRODUCTION
• BACKGROUND
• RESEARCH
• PROCESS
• RESULTS

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• TEACHER EVALUATION IS A TERM THAT BRINGS FEAR,
  STRESS AND ANXIETY TO TEACHERS AND ADMINISTRATORS

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COMMON CONCERNS(TEACHERS)

• Why did they have to observe my class the day
  children were wild?
• There are days that I would like to ask for the
  principal or program coordinator to come and
  observe my class.
• Why did they come on a rainy day?
• When someone is observing in order to evaluate my
  job, sometimes I dont feel the same in the
  class, I try to prepare attractive lessons more
  than usual.

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• What does a principal know about my class? She
  doesnt even know my children! She is not trained
  for my level.
• She has never taught a 3-6 class, or a 6-9 one.
• When she was in a classroom, children were
  different.
• They say the same things. Somethings are very
  good in my class, but I need to improve in
  letting children be more independent, in giving
  them more space to work, in trying to challenge
  my children more.
• The point of the evaluation exercise is just to
  get through it.

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COMMON CONCERNS(PRINICPALS)

• There are more experienced teachers than myself.
• I have to observe 5 classes, 10 teachers, many
  times and provide personal feed-back.
• Unless there is an issue about a particular child
  or school policy, everyone will receive a
  satisfactory rating on everything.

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• Do the safe thing. Even if I know a teacher can
  be better, the last time a teacher was dismissed
  because of incompetence, it took four years and
  many legal bills.
• Much of our time is devoted to non-instructional
  matters, so I have little time to discuss topics
  with teachers.
• We spend time on the evaluation cycle because we
  have to do it, but it does not lead to
  professional growth of teachers.
• We could use a better system.

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MAIN AREAS OF DEFICIENCY IN CURRENT TEACHER
EVALUATION SYSTEMS

• OUTDATED
• LIMITED
• FEW SHARED VALUES ABOUT GOOD TEACHING
• NO CONSENSUS ON THE PROCESS AND EVALUATING
  CRITERIA

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• ONE WAY COMMUNICATION
• NO DIFFERENTIATION BETWEEN NOVICE AND EXPERIENCED
  TEACHERS
• LIMITED ADMINISTRATOR EXPERTISE

RESULT
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AS PART OF MY DISSERTATION PROCESS, I CONDUCTED
AN ACTION- RESEARCH PLAN IN ORDER TO DEVELOP A
PROFESSIONAL DEVELOPMENT EVALUATION PROGRAM FOR
ELEMENTARY TEACHERS
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OBJECTIVE

• TO DEVELOP A CHANGE PROCESS IN THE GROUP OF
  TEACHERS
• TO DEVELOP AN EVALUATION SYSTEM, AND USE IT!!!
• TO MEASURE THE RESULTS

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THE SCHOOL
NON-PROFIT
PARENT BOARD
LONG HISTORY
TEACHER RESISTANCE
NO TIME
350 STUDENTS
OLD PRACTICES
STRATEGIC PLAN
NO FUNDS
PLAN
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THE PURPOSES OF EVALUATION

• TO PROVIDE CONSTRUCTIVE FEEDBACK
• TO RECOGNIZE AND HELP REINFORCE OUTSTANDING
  SERVICE
• TO PROVIDE DIRECTION
• TO PROVIDE EVIDENCE
• TO AID INSTITUTIONS IN TERMINATING INCOMPETENT
  TEACHERS
• TO PROMOTE PROFESSIONAL DEVELOPMENT

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TIME LINE

2003-2004

• SURVEYS
• INTERVIEWS

• CYCLES 4-8

2002-2003

• CYCLES 1-3

• APLICATION OF THE EVALUATION SYSTEM

• GATHERED STUDIES IN THE AREA
• GATHERED EVALUATION SYSTEM DOCUMENTS
• PRE-MEASURE

• MEASURE OF THE PROCESS OF CHANGE

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THE BEGINNING
SURVEY TO 120 TEACHERS FROM DIFFERENT SCHOOLS
OPEN ENDED INTERVIEWS TO TECHERS IN THE SCHOOL
INTEGRATION OF THE INFORMATION

• SURVEY TO
• PRINCIPALS

• COLLECTED
• EVALUATION
• DOCUMENTS

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HOW DOES YOUR SCHOOL MOTIVATES YOU?
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Does the teacher participate?
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THE FINDINGS
IS THE TEACHER EVALUATION SYSTEM IN YOUR
SCHOOL WORKING?
TEACHERS
PRINCIPALS
98 NOT WORKING
95 WORKING FINE
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WHY DO TEACHERS CHANGE SCHOOLS AFTER A FEW
YEARS YEARS?
PRINCIPALS
TEACHERS

• 100
• SOMETHING NEW
• BETTER MORALE
• LACK OF
• MOTIVATION

• 100
• BETTER SALARIES
• MORE BENEFITS

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HOW OFTEN ARE TEACHERS EVALUATED IN YOUR SCHOOL?
TEACHERS
PRINCIPALS
FROM A DAILY BASIS TO EVERY THREE YEARS
FROM A DAILY BASIS TO EVERY TWO YEARS
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HOW ARE ATTENDANCE AND PUNCTUALITY RATES IN YOUR
SCHOOL?
PRINCIPALS
TEACHERS
95
75
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WHAT IS THE MAIN PROBLEM WITH TEACHER
EVALUATION IN YOUR SCHOOL?
TEACHERS
PRINCIPALS
98 THEY DONT UNDERSTAND ME, WE NEVER GET
ANY BENEFITS FROM IT
100 TIME
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HOW DO YOU MOTIVATE YOUR TEACHERS?
HOW WOULD YOU LIKE TO BE MOTIVATED?
TEACHERS
PRINCIPALS

• 100
• NICE WORKING
• ENVIRONMENT

• 100
• BONUS
• CHRISTMAS GIFT
• TRAINING

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DO TEACHERS PARTICIPATE IN THE EVALUATION SYSTEM?
TEACHERS
PRINCIPALS
50 YES 50 WOULD LIKE
100 YES
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WHAT IS THE MAIN PROBLEM YOU FACE AT SCHOOL?
PRINCIPALS
TEACHERS
95 PARENTS
90 TEACHERS DONT MAKE AN EXTRA EFFORT
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HOW ARE INCREASES IN SALARIES DECIDED IN YOUR
SCHOOL?
TEACHERS
PRINCIPALS
98 VERY SUBJECTIVELY
100 ON TEACHER PERFORMANCE
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WHY ACTION-RESEARCH?
ACTION
RESEARCH

• Bond theory-practice
• Better results
• Practical problems

• We learned
• It works!!!!

CHANGE IN ATTITUDE
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I N F O R M A T I O N
18 ELEMENTARY TEACHERS
15 VOLUNTARY ELEMENTARY TEACHERS
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EACH SESSION

• SET UP AN AGENDA FOR THE MEETING
• SOMETHING FUN
• WORK
• REFLECTION
• REVIEW OF THE MINUTES

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SOMETHING FUN

• WHAT DO I REMEMBER FROM ELEMENTARY SCHOOL ?
• COMPLETE THE PHRASES
• THE IDEAL TEACHER
• WHAT WOULD I DO IF . . .?
• MY BEST EXPERIENCE IN TEACHING

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WORK

• I SHOWED THEM THE RESULTS
• WE REVISED THE EVALUATION SYSTEMS IN OTHER
  SCHOOLS
• WE DECIDED ON HOW WE WANTED IT
• WE DECIDED ON THE EVALUATING CRITERIA

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PROFESSIONAL DEVELOPMENT PROGRAM
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EVALUATION CRITERIA

• BASED ON THE FRAME WORK OF TEACHING BY CHARLOTTE
  DANIELSON, AND ADAPTED TO MONTESSORI BY THEM
• THREE AREAS
• PREPARATION AND PLANNING
• THE CLASSROOM ENVIRONMENT
• PROFESSIONAL RESPONSIBILITIES
• FOUR LEVELS OF PERFORMANCE

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THREE AREAS

• PREPARATION AND PLANNING
• KNOWLEDGE OF CONTENT
• KNOWLEDGE OF STUDENTS
• INSTRUCTIONAL OBJECTIVES
• INSTRUCTION
• STUDENT EVALUATION
• THE CLASSROOM ENVIRONMENT
• ENVIRONMENT OF RESPECT
• CULTURE OF LEARNING
• CLASS MANAGEMENT

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• DISCIPLINE MANAGEMENT
• SETTING OF ENVIRONMENT
• MATERIALS
• PROFESSIONAL RESPONSIBILITIES
• REFLECTING ON TEACHING
• RECORDS
• COMMUNICATION WITH FAMILIES
• CONTRIBUTION TO SCHOOL
• PROFESSIONAL GROWTH
• PROFESIONALISM

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FOUR LEVES OF PERFORMANCE

• THERE ARE NO TERMS SUCH AS UNSATISFACTORY OR
  PROFICIENT
• THEY ARE NUMBERED FROM 1 TO 4.
• 1 - BASIC
• 4 - VERY GOOD

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PROFESSIONAL DEVELOPMENT PROGRAM

• TWICE A YEAR
• TEACHERS WILL HAVE THE CRITERIA FROM THE
  BEGINNING OF THE SCHOOL YEAR
• SELF EVALUATION BY THE TEACHER AND AN EVALUATION
  BY THE PROGRAM COORDINATOR IN CONSENSUS

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• THEY WILL SET UP AN OBJECTIVE TOGETHER TO BE
  ACCOMPLISHED IN THE NEXT SEMESTER
• THE ACADEMIC COORDINATOR WILL PROVIDE FEED-BACK
  IN A VERY POSITIVE TONE
• PLENTY OF TIME FOR THE FEED-BACK SESSIONS

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RESULTS

• Teacher performance
• Self evaluation
• Work satisfaction
• Same school
• Motivation
• Professional development
• Parents

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RESULTS
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RESULTS

• TEACHERS AND PRINCIPALS PERCEIVE REALITY IN A
  VERY DIFFERENT WAY
• TEACHERS WERE MORE STRICT IN SETTING THE
  STANDARDS
• TEACHERS FELT HEARD AS THEY PARTICIPATED
• PARENT PERCEPTION OF TEACHER PERFORMANCE IMPROVED
• CLASSROOMS WERE SET BEAUTIFULLY

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• THEY DIDNT HESITATE IN GIVING EXTRA TIME
• SCHOOL MORALE IMPROVED
• ABSENTEEISM DECREASED
• PUNCTUALITY IMPROVED
• COMMUNICATION IMPROVED
• OTHER SCHOOLS DOING ACTION-RESEARCH

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HOW TO DEVELOP A TEACHER EVALUATION PLAN