- In New York, instructors are often assessed based not only on how much their students learn but on how they form relationships in class.
- Emotional support refers to teaching behaviors that help build relationships among students and an excitement about learning.
- Instructional support, meanwhile, refers to practices that are designed to improve the way students think.
- Current teacher evaluation rubrics tend to place more importance on instructional support.
Observer who does not work at the school where the observee teaches.
- The percentile based on two or more consecutive years of standardized test scores.
- Assesses the change in a student’s performance compared to other students in the state who scored similarly in previous years.
Two observers independently reach the same rating and feedback for a given teacher using the same rubric.
- Used to describe evaluative methods that compare one student’s performance, most often on tests, to that of a larger population.
- This is in contrast to measures that either compare a student to his past performance or simply state whether he/she did well or not.
- Compensation, usually in the form of increased salary, awarded to teachers based on how well their students perform (which is often controversially based on test scores).
- Some experts say such compensation encourages instructors to perform better, while others say that it is an unfair practice that discourages collaboration.
Common evaluation tools include a review of the teacher’s lesson plan, classroom observations, self-assessments, portfolio assessments, reviews of students’ works and student/parent surveys.
- This is used for D.C. Public Schools only, English and math teachers grades 4-10.
- If a teacher has a high IVA score, their students’ achievement exceeded their expected achievement.
A specific, measurable statement laying out what students will have learned after mastering the curriculum.
Teachers whose students meet the standards of achievement determined by the district and who receive positive evaluations.
According to National Board for Professional Teaching Standards, highly effective teachers:
- are committed to students and their learning,
- know the subjects they teach and how to teach those subjects to students,
- monitor individual and classroom learning,
- think systematically about their practice and learn from experience,
- are members of learning communities.
A method of teacher evaluation that looks at students’ academic performances over a period of time, rather than a year-by-year survey.
- Test scores account for 40 percent of charter school Achievement First’s teacher evaluations if the teacher teaches a subject tested by the state.
- To score a 4 or 5, a teacher must utter three times as many positive comments as corrective comments per unit.
- Observations and parent and student feedback also factor into the evaluations.
- A massive, $4.35 billion contest led by the U.S. Department of Education in 2009 that awarded states federal funding for taking steps to improve their education system.
- Allocation of funding was based on the current performance of schools as well as methods to improve them in the future.
- One of the main requirements of the contest is that states develop new ways to evaluate their teachers — the goal of which is to develop a comprehensive standard that could be applied across the country.
The organization responsible for granting national certification for teachers in the United States.
The idea that a teacher’s performance will be altered, either for better or for worse, by the presence of an observer.
- Teachers who have attained permanent status are evaluated less frequently than those who are probationary.
- According to the National Comprehensive Center for Teacher Quality:
probationary teachers are typically evaluated twice a year, while teachers with permanent status are evaluated once every three to five years.
- Low-inference criteria on teacher evaluations are met when students themselves display positive qualities.
- High-inference criteria are met when teachers display positive qualities that will in turn produce positive student responses.
- A model that uses students’ standardized test scores year-to-year to assess teacher effectiveness;
- A student’s performance on math and English standardized tests is predicted based on his/her scores from the previous year;
- The “value” that the teacher adds or subtracts represents the difference between a student’s projected and actual scores for that year.
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