...As future educators, we all know that no two children are alike. They all learn and interact very differently from one another. With that being said, it is very difficult and nearly impossible for educators to plan specific lessons and assessments for each student based upon their differences. Time does not permit this to be done. Without this ability, many educators must find ways to appropriately and fairly assess and evaluate their students while remaining consistent. Educators are held to a high standard due to the role they are in. They are to be models for their students, and it is incredibly important for them to maintain an ethical approach in their classroom. Being a future educator myself, I see the vast issues regarding consistency and fairness in the classrooms. As I look to prepare myself, I have tried to come up with ways to assess and evaluate my students in a way that is ethical. I must do this in a way that is appropriate for every child and does not short cut them in any way. My job will be to ensure that these children learn all the can and assess and evaluate their learning. I will be given the responsibility of making judgments based upon the learning that took place in my classroom. This is not something that should be taken lightly. In order to fairly and consistently evaluate my students, I will ensure that every student is given equal opportunity to learn the material. I do not want to present the material in a manner that many will not understand...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...In the present age, let the students evaluate their teachers has been widely used in the education sector. The students can judge their teachers whether are good or not. Even when the students are not satisfied with their teachers, they can vote to change the teachers. But, whether the students should evaluate their teachers has sparked spirited debate. Some people assert that students should evaluate their teachers, while many others argue that students should not do that. Then this easy will discuss both opinions in this debate. People who think the students should evaluate their teachers argue that asking the students to evaluate their teachers can benefit for both the teachers and students, there are several benefits for the teachers. Firstly, the evaluation can contribute to helping them improve themselves in their teaching. Through the students’ evaluation, the teachers can recognize the weakness and strength in their working. Research indicates that students are the most qualified sources to report on the extent to which the learning experience was productive, information, satisfying or worthwhile (Theall and Franklin, 2001). Therefore, the evaluation from the students plays an critical role in improving the teachers’ effectiveness. Moreover, the students rating of particular teachers and subjects can be used by other students to select courses and teachers, and can increase the chance that excellence in teaching will be identified and rewarded (Aleamoni, 1981). Sometimes...
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...------------------------------------------------- CASE STUDY 3 CHAPTER 8: EVALUATING A TEACHER’S CLASSROOM MANAGEMENT STRATEGY Point of View 3rd Party Objective To depict and analyze how the teacher applies her instructional management strategy in the classroom in relation to the diverse perspectives of participants in this case Problem What are the good basis and underpinnings in order to effectively evaluate a teacher’s instructional management strategy in the classroom? Areas of Consideration Classroom management is vital to achieving positive educational outcomes. Organization and behavior management in the classroom provide students with structure, which promotes learning. On the other hand, evaluating teacher classroom performance is an integral part of school supervision and contributes to the on-going mission of the educational institution. Teacher evaluations, when properly facilitated, function as professional measurement that encourage excellence, offer praise for good methodologies and strategies, and highlight areas that need upgrading. If conducted properly, teachers should view evaluations as necessary addition to daily instructional routine with an end result focused on collaborative means to teach more effectively. In this case, an evaluator questions a classroom teacher’s instructional management strategies when she applies for a permanent teaching credential. This issue reveals the underpinnings of tensions between the teacher and the evaluator in this case, noting conflicts...
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...Customer Inserts His/Her Name Customer Inserts Grade Course Customer Inserts Tutor’s Name Writer Inserts Date Here (Day, Month, Year) Student Test Scores used for indicating a School’s Competency Student’s test scores are regarded as a pivotal means of evaluating an institution’s progress relative to all other institutions. Traditionally, students securing high scores are considered as the apple of everyone’s eye and all the schools view them as their prized resources that are a means of enhancing the reputation of the institute (Astin, 5). This essay caters with a meticulous account of the extent to which test scores are beneficial in assessing a school’s competency. It highlights the factors affecting the evaluation based upon assessments of school competency level linked to student test scores. It also presents some alternative methods in deploying the use of test scores in a more accurate way in order to measure school competency thoroughly. Test Scores Indicate Proficiency of Learning at School Test scores are a useful tool in evaluating the performance of schools provided they are interpreted very carefully, keeping in mind the reasons and objectives of tests. A single test can only reflect a sample of skills; therefore, every score involves error to some extent. Majority of factors influence scores, particularly validity and reliability. If reliable tests are taken at regular intervals, they yield consistent results. Valid tests like the ones testing reading decoding...
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...centuries. An important piece of American history with an elaborate story in itself, the Emancipation Proclamation gives the teacher an opportunity to expand the students' understanding of the world in which they live. The Learners This lesson is for an 8th grade class. These learners have some experience in school and are typically between ages 12 and 14 years old. Eighth graders have some experience in school and many have either decided to be part of it or not. This makes instructing them more of a challenge as the teacher must keep them engaged in the lesson. Although this is a challenge for a teacher of any age, the middle teen years present teachers with students undergoing pubescent changes that can have the child's mind otherwise occupied. The Learning Environment The learners will be in a classroom with desks, although multiple students may be seated at tables, work will be performed individually. The class will be shown a video to be displayed on a screen at the front of the classroom. Activities and Elements Day One Students will begin the class by answering the questions: “If you were president during the Civil War, how would you have responded to the existence of slavery in the United States of America? Why? How do you think people would have reacted to your actions?” (Self, 2011). (G1, Remembering, Understanding, Applying) Teacher will explain to the students that the next few days will be spent examining the Emancipation Proclamation and how different...
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...knowledge or skills which came from the practice in the debates led the students to become more accustomed to expressing opinions." On the quite contrary to the critical thinking reality, Masduqi (2011) asserts “In today’s higher education in Indonesia, many lecturers complain that Indonesian university students do not use their critical thinking skills sufficiently when they are doing both oral and written assignments”. Based on his teaching experience both in English and non-English majors, he found out that the students are reluctant to share their ideas and opinions about what they have already read without analyzing and criticizing the opinions from the articles as well as the writers. This is because they were taught by using a teacher - centered approach and did not develop students’ critical thinking optimally (p. 192). As the matter of fact, in Scott’s (2008) study with 111 college students enrolled in science, technology and society course, the participants’ response to a survey question on whether the debate activity has helped them to develop critical thinking skills, yielded a mean score of 3.16 on a scale of 1 (strongly disagree) to 4 (strongly agree) (p.42). It can be then inferred that the university students particularly English major still have barrier to use their critical thinking in instructional activities. Thus, if the university students with English major who are actively exposed in English in the classroom encounter hindrance to use their critical...
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...In it’s purest and simplest definition, academic performance monitoring encompasses any strategy a teacher uses to assess their students’ current level of understanding. Monitoring strategies can be used before, during, and after a lesson not only to provide feedback to the teacher but also to bring students to a higher level of concept mastery. Assessments are one strategy that are most commonly used at the end of a chapter or unit. However they can also be used at the before a unit to see if students have any prior knowledge about a topic. It is crucial that a teacher knows that objective ability that they are testing for, it could even be helpful to write a test based on the curriculum before planning the unit that way the learning objective for each lesson will correspond with concepts they will need to know for the test. This is not to say that you should teach directly to the questions test but to an ability or concept that both the lessons and the test address. For example, if a Biology teacher were to teach a unit on how predator-prey interactions create healthier populations of both predator and prey the example given in class could be of elk and wolves, whereas the question on the test may go like this, “From your understanding of predator-prey interactions explain why hunting is beneficial for both deer and human populations.” Assessments written in this manner will give you better evidence of concept attainment. Another monitoring strategy is often the most practical...
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...remediation process, teachers should be willing to be retained and receive professional development in the area of math as well. Fixing the problem with students in math will increase math scores on standardized tests, benchmarks, and Map test. Remediating all grade levels in math will create a better number sense for all students which will help them become successful whenever reaching the grade level where standardized tests are offered. (Grades three through five). Through math remediation, new programs will be developed and ongoing professional developments for faculty and staff will come into action. According to the state and federal report card, Denmark-Olar Elementary School has received an At-Risk or Below Average in the area of math. Over 87% of students who take Map Test receive less than the mean score of 200 while over 92% of students are unable to score at least a C on the quarterly benchmark. Providing results from these assessments and teacher’s observation over the last five years, students are not working according to the state standards in the areas of math. (Numbers, Operations, Geometry, and Measurement). In order to find out what is the cause of the school becoming so behind in math there are several questions that may lead to the cause of students being so behind in math. In what ways can teachers offer differentiated instruction daily in math? In what ways can teachers use data to plan and lead instruction? Finally, are teachers attending enough professional...
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...Project Proposal Rafael Astolpho CMGT/410 March 2nd, 2015 Professor Deborah Ray-Sims | |Palmdale School District | Memo |To: |School Principals, Classified Employees & Certificated Teachers | |From: |Rafael Astolpho | |cc: |Teacher Assistants | |Date: |March 2nd, 2015 | |Re: |New School wide compliance system | | | | Comments: Our school district has been expanding in the past five years with two new elementary schools being opened this past September. This rapid expansion has caused the need to revise our compliance system that contains new policies that will need to be introduced. Every school principal will need to take their time to learn these new policies and properly train their staff to follow these policies as well. The Management Team at the District Office...
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...No Child Left Behind created a strict emphasis on standardized testing. Many advocates of this policy argue that standardized testing increases student performance and accountability in public education. Standardized testing creates testing anxiety for the student and the teacher, that hinders performance. Standardized testing under the original policy only mandated for reading and math assessments. Reading and math standardized test dismantle education holistically. Teachers of other subject begin to decline in importance and don’t receive the same amount of classroom resources as reading and math teachers. “This emphasis would result in increased educational focus on the subjects of reading and mathematics, while taking away instructional time from subjects not covered by the law” (National Education Association, 2010). 44% of public schools have decreased the amount of time spent on science, social studies, and arts by about 145 minutes per week to focus on law mandated tests (National Education Association, 2010). When evaluating No Child Left Behind many of the flaws drawn from evaluating are a result of the policy implementation. These penalties and requirements were never tested, so there was no proof...
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...ADMINISTRATION IN SECONDARY SCHOOLS Introduction Secondary school administrators work with teachers to design and prepare curriculum, establish budgets and ensure that students performance meet government standard. The most common administrators in secondary school environment are Principals and assistant Principals. These professionals set goals for individual schools within a public school district or individual private institution. They also collaborate with teachers to curriculum and performance goals are meant. Secondary schools administration e.g Principals often begin their career as teachers and then move into school administration positions as the assistant Principal level. ADMINISTRATION SET UP PRINCIPAL VICE-PRINCIPAL NON-TEACHING STAFF STUDENTS TEACHING STAFF The Principal A secondary school is headed by a Principal, preferable a graduate in Education and Postgraduate Diploma in Education or Masters Degree in Education. A school Principal most have taught for a considerable number of years and must also have vast administrative experience. A non-education graduate with several years of experience, a Postgraduate Diploma in Education, administrative experience and other attributes expected of a school Principal could also head a school. ROLES OF A PRINCIPAL The role of a Principal covers many different areas including leadership, teacher evaluation, student discipline and several others. Being an effective Principal is anchored on hard work and ...
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...After collecting the results of the interview, researchers analyze teachers' responses. All teachers responses showed that they teach or have taught overcrowded classes in some point of their teaching career. It also revealed that teachers are not comfortable in teaching large number of learners in class because it hampers teaching English language. Based on the first question, the variance in teachers' opinions is due to the fact that every teacher has his own perception about the number that makes large classes. Defining a large class depends to great extent on how the teacher perceives a large class. It means that the perception of large class is subjective and can depend on a number of variables according to teachers. According to Todd (2006), the definition of large class from the point of view of teachers depends on three variables including the subject taught, the largest size they taught and the content being taught. In addition to other variables such as the age of learners, their motivation and the room where lessons are taught. Therefore, it is argued that teachers have various perceptions of large classes. Nevertheless, in the current, we can assume that the ideal class size that is visible with peoples’ work is 25 students per class. Concerning on the teachers' responses for the second question, the research inferred that all teachers are familiar with teaching overcrowded classes in university. All the participants agree that the number of learners they teach is...
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...process of collecting and evaluating information; then rationally and objectively drawing logical conclusions from the information evaluated, that is, without the influence of preconceived notions, and further evaluating those conclusions. Stephen Brookfield, in his research of critical reflection in education has provided four lenses through which events or ideas can be analyzed in order to attain various perspectives of said events or ideas. Thus giving a teacher a more comprehensive awareness of how decisions taken can affect all parties involved in the teaching and learning environment. Brookfield’s four lenses are: • The autobiographical • The student’s eye • Colleagues’ experience • Theoretical literature Brookfield (1998) highlights the autobiographical lens as one of the most important yet he goes on to say that personal experience is dismissed as “merely anecdotal.” Aside from the anecdotal and idiosyncratic nature of autobiographical lens portrayed by Brookfield, it provides the reflective thinker with a myriad of personal experiences to draw from in order to better identify with a particular situation or environment. The autobiographical lens also gives the reflective teacher the opportunity to recall her days as a student and to use her personal experiences during that time as a guideline during times of uncertainty. It is not sufficient to restrict the learning environment and process to the teacher’s viewpoint. Instead, the teacher must also examine themselves...
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...over the years, including sweeping changes in the curriculum. Many of these changes have originated from the federal No Child Left Behind Legislation (NCLB) legislation to reform educational practices. The main tenet of the change sought to raise reading and math scores on standardized tests. They also included reforms on how teachers are evaluated and how low performing teachers need to be removed. This change has led many principals to struggle with the issues of how to contend with red tape that makes it very difficult if not impossible to remove teachers. In addition they must also fight unions who are struggling to keep their teachers from being dismissed arbitrarily. The issue has become whether or not principals may be using coercive management techniques to persuade teachers to leave. Many principals appear to be engaging in bullying tactics, resulting in a negative work environment that is unconducive to efficiency and impedes the quality of education provided by already overwhelmed instructors. When we examine articles about the ABC school system as well as other school systems across the world we see a pattern emerging. Teachers are struggling to save face, they are being yelled at in front of students and peers, they are constantly being pressured with job termination and denied resources and promotion opportunities. Often support plans are not being put into place where attainable goals are set. Training and...
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