M-STARC Correlation

As schools across the nation look for a uniform method to evaluate teachers’ performances, concerns about both methods are highlighted. NYC is using the Danielson Framework to evaluate teachers this year; some concerns have been brought up by administrators and the teachers union. In the piliot program it was noted by one administrator that “some of her teachers are not scoring as high on the rubric as she would expect — precisely because the rubric expects the same general characteristics in all grades” (Cromidas, 2012). This is because in the Danielson Framework the observer is looking for weather a teacher is doing the behavior or not. Check mark - there is no distinction between a new teacher and a veteran teacher. The other thing that administrators are noting that the “practicing observing teachers using Danielson had proved to be time-consuming” (Cromidas, 2012). It is recommend that they observer spends a number of informal observations lasting at least 15 minutes in the classroom before the official observation and that the report be turned around in 48 hours to the teacher.

Assessments should contribute to a student’s education and learning by including students in the learning process educators are able to assist and extend students learning (SCSA, 2014).

Based on the Georgia Department of Education, Georgia has a new way of evaluating all of its teachers. Beginners teachers are held with the same standards as tenured teachers. The evaluation is through Teacher Keys Effectiveness System (TKES) which is consist of three components which gives to an overall Teacher Effectiveness Measure (TEM). First component is Teacher Assessment on Performance Standards (TAPS). The second component is Surveys of Instructional Practice (student perception surveys). Lastly Student Growth Percentile and Student Learning Objective. (SGP and SLO).

This paper will analyze the strengths and weaknesses of the Teacher Keys Effectiveness System (TKES) from the perspective of a future school leader. As a future leader the main point is to understand the purpose of TKES, which is to increase achievement for all students, identify areas of strength and growth for teachers and individualize professional growth based on specific results or needs.

Teachers are rated as developing, proficient, accomplished, distinguished. The evaluation tool, which was updated in 2008 and in 2015 standard six was added, consist of six total standards. Standard one assesses teacher’s leadership skills. Teachers must demonstrate leadership in their classroom and in the school. Teachers must demonstrate their ability to improve the profession, advocate and assist with implementation for positive change in policies and practices affecting student learning. all while demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. For standard two teachers must demonstrate their ability establish a respect environment for a diverse population of students which involves nurturing relationships with child, embracing diversity in all forms

As schools were faced with these daunting expectations to meet standards, state agencies, school boards, and administration all had to re-evaluate current practices, not only in the form of what should be taught, but how it should be taught (Performance Evaluation Advisory Council, n.d.). In more appropriate terms,

The Texas Academic Performance Reports is a detailed report of a district’s academic performance, financial information, and data reports as long as information about staff programs and demographics. Although the final and official ratings have not been released, a preliminary analysis for 2016 was available for review. From the results collected, I was able to create a detailed data analysis and summary over Channelview ISD’s STAAR/EOC scores for 2016 at all grade levels.

Since 1997, the primary tool for teacher evaluation was the Professional Development and Appraisal System better known as PDAS. Due to significant efforts to enhance both teacher effectiveness and “student learning and growth,” the Texas Teacher Evaluation and Support System (T-TESS) was elaborated (TEA, 2016, p. 3). The T-TESS was designed by educators to support continuous improvement by focusing on “feedback and support,” “moving the mindset away from compliance” (TEA, 2016, p. 3).

After reading the report, one could characterize current teacher evaluation practices as little more than missed opportunities to increase the effectiveness of teachers and assure that the best teachers stayed in front of students. Practitioners generally agreed with the premise of the critique, and confirmed the identified evaluation weaknesses as both common and wide-spread among school districts. Using teacher effect research and the validity of value-added measures as a platform, and armed with the belief that the sample practices were representative of those in districts across the country, the authors of The Widget Effect urged educational leaders and policy makers to implement specific teacher evaluation reforms, many of which informed (or mirrored) those becoming increasingly prevalent in federal and state

Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.

Teachers' success is measured by the success of their students, and how the students perform on the standardized test. Students are also measured and promoted on their ability to successfully

The quantitative method for this study is being used because of the statistical, arithmetical, or a numerical study of facts gathered through surveys, and questionnaires (Babbie, 2010). The quantitative will allow to measure before and after. This quantitative research is significant because it will statistically show the number of teachers that improve with a before and after test design. The methodology will be a Quantitative Quasi-Experimental Pre-Post Test Design.

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.

An effective teacher evaluation system should measure strengths and weaknesses through an accurate and consistent process that provides

There are four broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. The four categories include teachers’ years of experience, teachers’ highest level of education, the number of educators teaching outside of their certification area, and average teacher turn over. According to Jennifer King Rice, an Economic Policy Institute research associate at the University of Maryland, there has been a positive impact of experience on teacher effectiveness; specifically, the “learning by doing” effect is most obvious in the early years of teaching. Evidence suggests that teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when the degrees earned were in these subjects. Rice also stated a positive effect of certified teachers on high school mathematics achievement when the certification is in mathematics. Studies show little impact of emergency or alternative-route certification on student performance in either mathematics or science as compared to teachers who acquire standard certification. Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes. The importance of content coursework is most pronounced at the high school level. Teacher policies need to reflect the reality that teaching is a complex activity that is influenced by