Teachers across the United States are evaluated using different systems. Some of these systems are complicated, and arguably, controversial and unfair to teachers. Some systems are considered fair and grounded in research-based principles. .
IMPACT
The District of Columbia Public Schools, DCPS, uses an evaluation system called IMPACT. Teachers are evaluated on different components, which include instruction, Teacher-Assessed Student Achievement Data (TAS) Commitment to school Community, and Core Professionalism.Teachers in the testing grades, classified as Value -Added, have their students standardized testing calculated as a component of their teacher evaluation scores. The largest component of the evaluation are the instruction observations. Teachers receive unannounced lesson observations and are evaluated based on a 9-point rubric called the Teaching and Learning Framework. This rubric has nine teach categories on which the teacher is scored. The categories are as follows: Teach 1 - lead well-organized, objective- driven lessons, Teach 2 - Explain content clearly, Teach 3 - Engage students at all learning levels in accessible and challenging work. Teach 4 - Provide students multiple ways to move towards mastery Teach 5- Check for Student Understanding Teach 6- Respond to Student Understanding Teach 7- Develop Higher Level Understanding Through Effective Questioning Teach 8- Maximize Instructional Time and Teach 9- Build a Supportive Learning-Focused Classroom Community .
Teachers are observed at various times throughout the school year for a period of at least 30 minutes. Teachers can get one of these fours scores on each of the nine categories: 1- ineffective, 2 minimally effective, 3- effective, or 4- highly effective. Teachers are also observed in cycles. The amount of times that is teacher is observed over the course of the school year depends on their standing on the DCPS LIFT stages. LIFT is a five-stage career ladder that provides teachers with opportunities for advancement inside the classroom. The stages on the LIFT Ladder are Teacher, Established Teacher, Advanced Teacher, Distinguished Teacher and Expert Teacher. Teachers at the Teacher stage receive five observations. Four are formal observations: two by an administrator and two by a master educator. A teacher at the Established teacher stage receive five observations. Four are formal observations: two by an administrator and two by a master educator. A teacher at the Advanced teacher stage receives at least three formal observations. If the average score from the first two observations is 3.0 or higher (on the 1.0 to 4.0 scale), the teacher will have the opportunity to waive her or his second master educator observation. A teacher at the Distinguished teacher phase receives at least two formal observations: one by an administrator and one by a master educator. If the average score from these two observations is 3.0 or higher (on the 1.0 to 4.0 scale), the teacher will have the opportunity to waive her or his second administrator observation and second master educator observation. (eligible Distinguished Teachers may choose to waive both their administrator and master educator observations, or just their master educator observation.) A teacher at the Expert teacher phase receives at least one formal observation. This observation is conducted by an administrator.If the score on this observation is 3.0 or higher (on the 1.0 to 4.0 scale), the teacher will have the opportunity to waive her or his two remaining observations: one by an administrator and one by a master educator. (Eligible Expert Teachers may choose to waive both their administrator and master educator observations, or just their master educator observation.)
At the end of the year, after the scores have been tabulated, a teacher receives a final score and rating. Teachers who receive a score between 100-199 are rated as ineffective and are terminated. Teachers who receive a score of 200-249 are rated as minimally effective and are given two years to improve their performance to an effective rating. These teachers are not eligible to move up the salary scale. Teachers with a score between 250-299 receive a developing rating and are given three years to improve their performance to an effective rating. These teachers are not eligible to move up the salary scale. Teachers who receive 300-349 points are rated as effective and are eligible to move up the next step on the salary scale. Teachers who receive 350-400 points are rated as highly effective and are eligible to move up the salary scale. In addition, depending on some other factors, teachers with highly effective ratings might be eligible for bonuses.
Teacher Evaluation and the The LIFT Ladder
As previously mentioned, LIFT is a five-stage career ladder that provides teachers with opportunities for advancement inside the classroom. Once teachers have entered a particular stage on the lift ladder, they remain there until they earn the requisite Effective and/or Highly Effective ratings to progress to the next stage. Teachers cannot move backwards along the ladder; only advance. Ratings of Developing and Minimally Effective do not contribute to teachers’ advancement up the ladder.
- Individuals at the Teacher stage who earn two consecutive Effective ratings or one Highly Effective rating will advance to the Established Teacher stage.
- Established Teachers who earn two consecutive Effective ratings or one Highly Effective rating will advance to the Advanced Teacher stage.
- Advanced Teachers who earn two consecutive Highly Effective ratings will advance to the Distinguished Teacher stage.
- Distinguished Teachers who earn two consecutive Highly Effective ratings will advance to the Expert Teacher stage.
Danielson’s Framework
Some school systems use the Danielson’s Framework for their teacher evaluations. The Danielson’s Framework encompases a broad range of the complex activities that are included in teaching. There is a correlations between the Danielson’s Framework and the Interstate Teacher Assessment and Support Consortium (InTASC) Standards. The Danielson’s framework is clustered into 4 domains, which are then broken down into smaller components. The four major domains are Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities. School district who use the Danielson’s framework can align their teacher evaluation rubrics with the elements of the framework and then add their proficiency levels for rating purposes.
Domain 1 is Planning and Preparation. There are specific features that fall under the Planning and Preparation Domain, such as Demonstrating Knowledge of Content and Pedagogy, Demonstrating Knowledge of Students, Setting Instructional Outcomes, Demonstrating Knowledge of Resources, Designing Coherent Instruction and Designing Student Assessments.
Domain 2 is Classroom Environment. The elements of this domain are: Creating an Environment of Respect and Rapport, Establishing a Culture for Learning, Managing Classroom, Procedures,Managing Student Behavior, and Organizing Physical Space.
Domain 3 is Instruction. In this domain, the specific elements include: Communicating with Students, Using Questioning and Discussion Techniques, Engaging Students in Learning, Using Assessment in Instruction, Demonstrating Flexibility and Responsiveness
Domain four is Professional Responsibilities. The elements of this domain include: Reflecting on Teaching, Maintaining Accurate Records,Communicating with Families. Participating in the Professional Community, Growing and Developing Professionally, Showing Professionalism.
I would like to be evaluated based on growth in the areas of the TASC standards. Just like students, I believe teachers should be given feedback and time to implement feedback in order to improve on their practice. After an informal assessment, I would love to receive specific, high-leverage actions steps that I can implement to improve my practice. I can then be evaluated on the growth I have made in each area that I have received feedback.
Works Cited
Impact Guidebooks. Retrieved June 30, 2016 from http://dcps.dc.gov/publication/2015-2016-impact-guidebooks
Teacher Stage. Retrieved June 30, 2016 from http://dcps.dc.gov/page/teacher-stage.
The Framework. Retrieved June 30, 2016 from https://www.danielsongroup.org/framework/
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