Teacher Growth and Assessment: The SERVE Approach to Teacher Evaluation

The Summative or Assessment Phase

Howard, Barbara B. (2004)

What is Teacher Growth and Assessment?

Comprehensive system of teacher evaluation for beginning through experienced teachers Combination of summative (judgment) and formative (individual growth) phases Product of research and development at SERVE, the regional education lab, at UNC-G www.serve.org

Howard, Barbara B. (2004)

Who engages in a summative evaluation in North Carolina?

Anyone who does not hold a clear NC state license (1st or 2nd Initially Licensed or 3rd year Probationary) Anyone who is new to the district this year regardless of the number of years of experienceAnyone else assigned to summative by the principal and/or according to School Board policies

Howard, Barbara B. (2004)

Three Stages of a Teacher’s Career

First Year TeachersFirst Year Teachers – IntroducingIntroducingskills, knowledge & understanding

(start with 12 dimensions)(start with 12 dimensions)

Second Year TeachersSecond Year Teachers –– BuildingBuildingskills, knowledge & understanding

(add 7 more dimensions)(add 7 more dimensions)

Third Year and Beyond – Continuing Third Year and Beyond – Continuing skills, knowledge & understanding

(add the remaining 3 for a full (add the remaining 3 for a full matrix)matrix)

Steps of the Process for 3 Plus Years of Experience

Self-Assessment

Develop practice

throughout year

Develop practice

throughout year

2 ClassroomObservations/Dialogues (Minimum)

PrincipalPrincipal

ContinueddevelopmentContinued

developmentPost-Interview

Conference

Summative Interview

TeacherTeacher

Steps of the Process for ILT/Probationary

Self-Assessment

Develop practice

throughout year

Develop practice

throughout year

4 ClassroomObservations/Dialogues (Minimum)

PrincipalPrincipal

ContinueddevelopmentContinued

developmentPost-Interview

Conference

Summative Interview

ProbationaryILT/Mentor

ProbationaryILT/Mentor

Peer (notMentor!)

Peer (notMentor!)

Howard, Barbara B. (2004)

Classroom Observation

Purpose: Data collection - not judgmentMay be conducted by principal or designee (assistant principal, department chair, curriculum coordinator, etc.)Should provide feedback to teacher on instructional presentation Should focus on appropriate performance dimensions of the matrix

Howard, Barbara B. (2004)

Formal Classroom Observations:

Informal “walk-throughs” will also take place during the yearPre-observation conferences may be conducted but are not required For ILTs and Probationary: One observation by Peer who is not the teacher’s

mentor Three observations by administrators

For Career Status or Tenured Teachers: Two full classroom observations by administrator or

designee

Howard, Barbara B. (2004)

Post-Observation Dialogue

Follows the observation as “part 2” so it occurs in the classroom Provides opportunity for teacher to explain more about the lessonProvides opportunity for evaluator to learn more about the context of the lesson (planning, curriculum, etc.)Observation/dialogue notes become part of the data to be considered at end of year (recent data)

Howard, Barbara B. (2004)

Data Collection for Assessment of Teachers include:

Classroom observationsPost-Observation DialoguesArtifacts such as lesson plans, parent communications, parent logs, etc.Student achievement including student work samplesParent/student surveysTeacher recordsNon-instructional duties Summative Interview (final data collected)

Howard, Barbara B. (2004)

Summative Interview

Mutually arranged time/dateHeld in teacher’s classroom or regularly assigned teaching areaStructured interview (questions designed to guide discussion)Teacher presents evidence of teachingScoring completed after all data is considered

Howard, Barbara B. (2004)

Post-Interview Conference

Held within 10 working school days of the Summative InterviewProvides teacher with feedback

“THE EVIDENCE YOU PRESENTED INDICATES THAT THIS IS YOUR LEVEL OF TEACHING PERFORMANCE”

Teacher Growth and Assessment

Individualized Professional Growth (IGP) for All Teachers and The Formative Phase for Experienced Teachers

Howard, Barbara B. (2004)

Individual Growth Plans (IGPs)

Required of all NC teachers For ILTs, goals must be tied to INTASC standards All performance dimensions of matrix are tied to INTASC and NC Teaching Standards

Howard, Barbara B. (2004)

Uses of Formative Evaluation

To provide structured professional development directly linked to the performance dimensions of the assessment matrix for Individual Growth Plans or IGPs required by stateTo guide the formative process for experienced, proficient teachers with tenure who are not currently engaging in the summative phase

Howard, Barbara B. (2004)

What is Formative Teacher Evaluation?

A process of professional development Based on individual professional need (goals) Aligned with district/school goals Designed with improving student learning

opportunities in mind Designed to provide feedback to the teacher from

a variety of sources on the progress made toward achieving goals

In-depth engagement in targeted professional growth

Designed to encourage collaboration among teachers

Howard, Barbara B. (2004)

Formative Teacher Evaluation is not…

A system of accountability for judging teacher performance!A burden in time and energy for teachers.Additional “paperwork”

None of us have time for that!

Howard, Barbara B. (2004)

Pieces of the Puzzle

• Setting goals • Selecting resources for growth• Selecting sources of feedback• Evaluating impact on practice and students

Howard, Barbara B. (2004)

Potential Resources

Workshops or training events Professional reading lists On-line courses or use of websites SEE Ask Erma www.serve.org/erma/Username: Name of District (ex., Lee)Password: serve

Howard, Barbara B. (2004)

Potential Sources of Feedback

Professional portfolio shared with colleagues Peer coach Study Team Critical Friends Group

Howard, Barbara B. (2004)

On-going input to administrator…

Email administrator as you complete each resource (workshop, etc.) with dates of completion Email a brief reflective statement or document on how your teaching practice has changed as a result of working on your goal(s) and the impact on your students at the end of the year