Teacher Empowerment
Exploring alternate evaluation
paradigms.
Or are we “locked out” of meaningful
change?
“Top-down” evaluation systems
have failed.
Stop!
Is there a better
paradigm?
Question:
Why do we evaluate?
Monitor School Quality?
Yes
“Weed out” incompetents?
No!
Promote Teacher Quality
Yes!
Sounds like “motherhood and
apple pie” to me
OK, describe a “good” teacher.
Possesses the “Gift.”
NO
Some are born with the gift of teaching.
Knows The Subject Matter
Teachers should come
credentialed and prepared
NO
Possesses Teaching Skills
Teachers who can
practice the craft
Yes
If evaluator
knows how to
effectively
coach and
mentor.
Has Productive Attitudes
Teachers who possess the following:
–
–
–
–
–
Self-efficacy (“can do” attitude)
Collaborative spirit
Willingness
Enthusiasm
Other
Can evaluation help?
Good
Question!!
The Teacher Empowerment
Paradigm
 Empower teachers to
self-supervise.
 Empower teachers to
be responsible for their
own evaluation.
 Is this possible and
still maintain
accountability?
Two dimensions
 Formative (classroom observations)
 Summative (year-end evaluations)
Classroom Observations and
Teacher Empowerment
Guidelines
1. Collaborate with Teacher
2. Establish Purpose or Focus
3. Determine Method
• Teacher driven
• Supervisor driven
The Video
•
During filming, concentrate on
•
In the critique, concentrate on
focus or goal
Teacher driven video episode
1. Teacher may be in charge of self-videoing:
• Use tripod
• Another individual records the video (student
or adult volunteer)
• Teacher sends a copy of video and selfcritique form to the evaluator
Scenarios
 Traditional supervisor observation
 Supervisor makes video – collaborative
critique
 Teacher makes video
– Remakes?
– Sends to supervisor?
Formalizing a Video Episode
1.
2.
3.
4.
Teacher views video and responds on selfcritique form
Supervisor views video that has been copied
and mailed
Supervisor critiques
When Critique form arrives, evaluator
compares his/her notes with teacher’s and
finalizes comments on the focused
objective to add to the summative
evaluation for that year.
Some examples
Summative Evaluation and
Teacher Empowerment
Professional Portfolio
Teachers will provide documentation
showing their attainment of the
performance standards.
ACCOUNTABILITY
Accountability has to be a part of a
system. The basis for accountability are
Performance Standards
Every employing organization should have in
place a set of expected professional performance
standards for all teachers
The SYSTEM
 Administrator and teacher collaboratively
develop:
– Professional development plan for the year
– Plan for the collection of appropriate
documented evidence
 Teacher collects and organizes the portfolio
 Culminating opportunity for each teacher to
showcase his/her portfolio
System overview
School Term
Planning
Phase
Formative
Phase
Summative
Phase
Professional goals
Evidence
Professional
Plans
Professional
Activities
Portfolio
Presentation
Evidence to be
collected
Organization of
Evidence (Portfolio)
Summary
Documents
Evaluation Models - Applications
 Professional Teacher
– Teacher-empowerment paradigm
 Teacher with specific needs.
– Teacher-empowerment paradigm; plan for professional
goals and documentation developed collaboratively
 New teacher; Teacher with difficulties
– Traditional “top-down” evaluation; teacher begins
portfolio development
Culmination Activity
Summative Evaluation
 Teacher Fair
 Each teacher with booth and exhibits
 Opportunity for teachers to learn from each
other
 Invite parents? board?
Portfolio Document Ideas:
 Bullock, A. and Hawk, P. (2001). Developing a
teaching portfolio. Prentice-Hall.C
 Campbell, D. and others (1997). How to develop a
professional portfolio. Allyn and Bacon.
 http://eduscapes.com/tap/topic82.htm
 http://www.glencoe.com/sec/teachingtoday/weekly
tips.phtml/43
National Board Certification
 Teacher’s Guide to National Board
Certification.
– Unpacking the standards
 National Board Certification Workbook.
– How to prepare your portfolio.
www.Heinemann.com
Examples
 Ileana Espinosa, Associate Superintendent
<iespinosa@cccsda.org>
Dimensions of Performance
Standards
1.
2.
3.
4.
5.
6.
7.
Instruction
Environment
Curriculum
Professionalism
Community Relations
Other responsibilities
More?
1 Instruction
 Copies of lesson plans demonstrating (a) higher level
thinking, (b) varieties of instructional strategies, (c)
cooperative learning, (d) multiple intelligences
 Samples of student work
 Sample of teacher feedback
 Photos of learning activities/field trips
 Student projects (group and individual)
 OTHER?
2 Environment
 Photos of classroom, bulletin boards, etc.
 Notes from parents, students, others.
 Copies of classroom management documents.
Rules, discipline plan, etc.
 Copies of documents produced by students
related to student government
 Copy of discipline philosophy
 OTHER?
3 Curriculum
 Copies of instructional plans, (a) daily, (b) unit,
(c) yearly
 Copies of grading rubrics used
 Samples of tests
 Information about parent-conferences
 Copies of I.E.P’s and policies regarding S.S.T’s
 Student portfolios
 OTHER?
4 Professionalism
 Materials from conferences or conventions attended
 Documents demonstrating professional
memberships
 Evidence of participation in school leadership
projects
 Copy of personal mission statement
 Letters from colleagues, administrators
 Copies of articles published or convention
presentations
 OTHER?
5 Community Relations
 Documents or photos illustrating church related
projects
 Newsletters published
 Samples of letters used for parent communication
 Products from committees served or led
 Letter(s) from local pastor(s) or community
leaders
 Photos from church or other community projects
 OTHER?
npowell@dslextreme.com
Thanks!!!
A blue
ribbon
for
forward
thinking
martha@puconline.org
Thanks!!!
A blue
ribbon
for
forward
thinking
http://www.nadeducation.org/dynamic/files/433.pdf