I joined this forum so that I can learn from those across the desk, as it were. An idea that some of my online colleagues and I have been working on is helping administrators design content appropriate rubrics which teachers have been involved in designing. There are so many teachers out there who push back their evaluations, believing them to be summative and not using them formatively. So I wondered if in helping to design the observation sheet that they were being evaluated from during classroom visitations, would more teachers feel less us-vs-them in their attitude?

It's a shame so many teachers feel threatened by their evaluations. But, then again, many members of admin only show up to evaluate, and never use the evaluation to help the growth of the teacher. If teachers had a hand in the sheet the admin was buried in during classroom visitations, would we have more buy-in from those "push-back" teachers?

Some teachers forget they have a boss...you. Some teachers have certain needs, while others don't have those needs. This concept of differentiated evaluation is one that many teachers are starting to get on-board with more and more. It's a concept that we understand. And some of differentiation is allowing the student to have a hand in the creation of the assessment.

Just a thought. I really appreciate reading this forum.
-Heather WG

Heather:

Excellent thoughts!!! You have given me a great deal to ponder. Do you have some examples that you could send me? If so please email them to esheninger@newmilfordschools.org I would absolutely love to share some examples with my administrative team and department chairs before addressing the subject with my superintendent. Was there specific professional development provided to develop these rubrics? Education has to be a collaborative process embraced by staff, students, and administrators. Thanks for sharing your thoughts.

While I see a need for evaluation from the point of supporting new teachers, I have to say that the process itself is cumbersome and really does not have a huge impact on teaching and learning in my building. I think that research has also shown time and again that most teacher evaluation systems are ineffective.

We started a look2learning walkthrough process this year with the support of as consultant from Solution Tree and I have seen a much deeper level of conversation surrounding teaching and learning than what I have seen in the past. We plan on implementing peer walkthroughs and compiling the data from all of our walks to help staff make more well-informed decisions about areas of focus.

I received my MEd in the 90s because our school system was looking into site based management and "teacher empowerment." (Boy, am I showing my age!) Getting my masters was the best and the worst thing that happened to me in education. Best because it helped me understand my own educational philosophy and the way schools could be but I was in a public comprehensive high school where I was stuck with the way things were.

So, given that here's my thoughts. First, in our district APs were chosen to be "guard dogs." Instructional leadership was at best done by department heads (although department heads were chosen because of friendships not instructional leadership and by the principal). The principal I worked under had only 2 years of teaching experience before becoming an AP and the principal. He was an excellent adminstrator for keeping the school running, doing pr in the community, working with the central office, etc. He had an open door for teachers, parents and students. He was beloved by the community.

So, the first step I think is the administrator needs to honestly assess their strengths and weaknesses and have an open talk with faculty about what he/she can bring to the table. (My principal left the observations to the APs and the department heads.)

Second, the tone the principal sets at faculty meetings and will say alot as to how valuable the evaluation process will be perceived by the faculty.

I personally never thought the unannounced visits were valuable. When I was a teacher mentor for beginning teachers, I often asked them what they were struggling with and then tried to find someone in the building that was well known for being good at that aspect of teaching. I tried to get someone in a different deparment to help build community and someone who was a veteran teacher. (Increasingly with NCLB mandates, many teachers feel strangled by the test demands outside their control.)

I don't believe a teacher can teach under any and all circumstances. At my school, the youngest teachers were given some of the most difficult schedules. They tended to be the one that moved, had multiple classes (not only subject but level as well). The stuggling teacher may be a product of assignment not talent.

Now as a parent, I have seen how deadly bad placement of teachers can be to our students. Yet, I haven't seen, in my community, how to better handle parents or students evaluations. One of the most eye opening experiences I've had is being involved as a parent in the educational process. With the rhetoric of "helicopter" parents, in most situations I am only welcome in the school if I want to comply not analyze.

Don't know if this adds any insight but I'd like to know if there are any models out there for more student/parent evaluation input (beyond rate my teacher. com).