“Stanford University economist Eric A. Hanushek, estimated that the top-performing teachers helped students gain more than a grade’s worth of learning; students taught by the worst achieved just half a year of learning.”

THIS IS NO ROCKET SCIENCE!

Truth is....Every teacher wants to succeed, but they

typically lack the conditions for success.

Why Teacher Evaluation?

Is it for awarding, incentivizing or for eliminating the ineffective teacher?

How do teachers see it?

How do school leaders see it?

Opportunity exists for both the school leaders and teachers to improve quality of teaching and student performance improvement.

Philosophy of appraisals is about continual quality improvement of teaching.

This means:

continual growth and improvement of instructional staff

an improved quality of instruction and learning opportunities for students.

set professional development and growth opportunities based on professional competence of teachers

Highlights

• Appraisal (Teacher Evaluation)and feedback have a strong positive influence on teachers and their work. Teachers report that it increases their job satisfaction and, to some degree, their job security, and it significantly increases their development as teachers.

• The greater the emphasis on specific aspects of teacher appraisal and feedback,the greater the change in teachers’ practices to improve their teaching and leads to further changes in teachers’ reported teaching practices.

Scaffold every teacher to Succeed!

A Framework for Improvement-Focused Teacher Evaluation SystemsMEASURE EFFECTIVE TEACHING Set expectations Use multiple measures Balance weights

INVEST IN IMPROVEMENT Make meaningful distinctions Prioritize support and feedback Use data for decisions at all levels

ENSURE HIGH-QUALITY DATA Monitor validity Ensure reliability Assure accuracy

DESIGNING THE APPRAISAL PROCESS

GOAL: Be clear on Goals is to make personnel and compensation decisionsbetter teacher retention, improved student test scores, increased teacher capacity

OBJECTIVE: Improve teaching and learning

DEFINE COSTRUCTS– (Measurable)

Decide what you intend to assess.

Choose from the list of Standards , criteria and competencies as constructs to measure the teacher effectiveness.

(Refer Manual as Guidance)

EVIDENCE: Gather information from documents and student data on each of the opportunity to assess effectivenessMultiple Sources including classroom observation, student Performance scores, parent and student rating, content tests for teachers and teacher provided evidence of work

Appraisal conclusion must be based on strong Analysis and inferences from evidence/data.

Appraisal has to be reliable, valid and accurate!

MEASURING EFFECTIVE TEACHING

A. SET EXPECTATIONS IN EACH OF THE FOLLOWING DOMAINS

1. Highest Student achievement

2. Safe Learning Environment

3. Effective and Efficient Operation

Ethical relationships

Grades of each studentCurriculum developed assessments Teacher-made tests Pre and Post tests Student Performance Data videos, Classroom Observation Principal/HM rating.Student Responsibility (Behavior/discipline/transition) Data Attendance Customer Satisfaction Data Sources Student (involvement & satisfaction) ratingsParent Satisfaction DataTeacher self-evaluation Lesson plans Timelines/Goals Samples of student work Student achievement resultsGrade book or grade records Samples of parent communication Class management plan Discipline data (if applicable)

B. DATA COLLECTION, ANALYSIS and INFERENCING

D. Target based Teacher Development Plan

C. High quality feedback on specifics

DOMAINS/STANDARDS/ MAJOR AREAS

Curriculum, Instruction, Assessment, and

Improvement (CIAI)

11(1.1-1.11) Criteria 7 (1.1-1.7) Criteria

.Where competencies overlap, the criteria are clustered to avoid duplication. For example 1.3 of

highest student achievement is clustered with 2.1 of safe Learning Environment

7 (1.1-1.7)Criteria

Structure for evaluation of education in schools

Highest Student achievement Safe Learning Environment Effective and Efficient Operation

Effectively and efficiently organize and manage the classroom

Working and a learning climate for all students that is safe, secure, and respectful of diversity.

Under each criterion, further possible competencies are listed . Refer Manual

Meets In Progress Not Evident

A Highest Student achievement LEVELS OF PERFORMANCE

1.1 Understands central concepts, tools of inquiry, and structure of the discipline(s) he/she teaches and makes the subject matter meaningful to students.

4 3 2 1

Follows curriculum calendar or provides unit, timelines for long term planning.

Provides clear goals and objectives for lessons

Completes lesson plans aligned to expected outcomes/standards and needs of students

Structures lessons and activities in a logical sequence

Provides clear, effective presentations of subject matter

Connects content to real world

Involves students in meaningful conversation that encourages them to see, question, and interpret ideas from diverse perspectives

Average Score for 1.1

EXAMPLE

PRE APPRAISAL1.Briefing the teacher on the appraisal and rating scale2.Study lesson plan provided3.Pre classroom observation Meeting 1-1 ( Be ready with questions to ask on Lesson planning-objectives strategies. Record responses)DURING APPRAISAL1.Actual classroom observation (Be ready with the prompt that covers three standards2.Post observation Meeting ( Be ready with questions to be asked) Show the differences between planning and delivery, any other like class management, safety or student participation, strategies or aids used and their effectiveness and record responses)3.Mention areas possible for professional development4.Collect teacher provided evidence to assess overall performancePOST APPRAISAL1.Analyse Student performance data, teacher provided evidence and your (appraiser) observations to draw valid and reliable inferences to ensure effective measurement)2.Plan with the appraise the targets and professional development towards teacher Learning

APPRAISAL

FLOW

Measuring teaching is hard. Teaching is a complex interaction among teachers, students, and content that no single measurement tool is likely to capture.

It also has been shown that elementary school teachers receive higher ratings from principals than middle school teachers do (Harris & Sass, 2009).

There is a grade level difference in ratings. It is important to achieve equity.

HARD FACTS

Inconsistency in Frequency of assessment and feed back hampers school improvement

When Schools fall short of support to teacher learning, schools fail to improve.

Ensure that Appraisal helps teacher learning. Measuring competence without opportunities for the improvement is futile.

Ensure that it qualitatively assesses and differentiates between effective and in effective teaching

Ensure the development of highly skilled teachers into Instructional leaders

Measuring teachers is to know where they are to set expectations and developing teachers in the direction set is a responsibility.

If you want to transform your School,

• Teachers work in schools that offer no rewards or recognition for their efforts.

•Teachers work in schools that do not reward effective teachers and do notdismiss teachers who perform poorly

Appraisals don’t work if:

•Schools have a relatively weak evaluation structure and do not benefit from teacher appraisal and feedback.

CAUTION!

Make them Successful is the only cure! That’s hard work!