Teacher Evaluation Systems

1. AFT Evaluation System

The AFT designs comprehensive, forward-thinking and relevant teacher evaluations that protect the profession of teaching while ensuring the highest quality of learning for students. A critical characteristic of this system is that evaluations are not punitive, rather they are seen as allies to teachers, with the goal of helping teachers grow, developing and improve. 

Key components in this system:  

1. Communicating to teachers what professional teaching standards should look like and how to achieve them, and promoting an understanding of what good teaching practices are;
2. Considering multiple and diverse evidence of a teacher’s performance, with consideration for the scoring and weight of evaluation criteria, so teachers are evaluated broadly and regularly;
3. Communicating the purpose, guidelines, goals and focus areas of evaluations, so teacher are informed and aware of the what to expect;
4. Consideration for the professional context, the teaching and the learning environment within which a teacher works, so evaluations are relevant and sensitive to individual teachers;
5. The continuous provision of strong support for teachers including high quality professional development, feedback, mentoring and coaching.

The fair and transparent nature of this type of teacher evaluation communicates to teachers that the purpose of the evaluation is to support their teaching and help them improve the knowledge, skills and practices necessary for their profession. 

2. NEA Evaluation System

The NEA is similar to the AFT teacher evaluation system in that it seeks to enhance the teaching practice by focusing on facilitating effective teaching which will make it possible to improve student learning while strengthening a teacher’s commitment to her profession.

The NEA and AFT are strongly aligned in the areas outlined above (see AFT), with NEA stressing a focus on two additional areas:

a. Teacher input in setting and determining learning outcomes to be evaluated, and;

b. Involvement of local teacher associations in the creation and design of evaluations.

The addition of these ‘no one size fits all’ approaches ensures that evaluations are fair, balanced, and mindful of the diverse and changing local contexts and the political realities within which individual teachers work.

3. TVAAS Evaluation System

The Tennessee Value-Added Assessment System (TVAAS) is an evaluation system, which measures student growth, not student proficiency. Understanding the impact schools and teachers have on their students' academic progress allows TVAAS to identify best practices and implement programs that meet the needs of students.

TVAAS provides two types of information:

1. Backwards-looking ‘value-added’ or growth data, analyzes data from previous years to evaluate how much students have gained in a school year. Value-added is a statistical analysis used to measure the impact of districts, schools and teachers on the academic progress rates of groups of students from year-to-year. The ‘value added’ lens of measuring student learning provides educators with valuable information to ensure they are meeting the academic needs of cohorts of students, as well as individual students.
2. Forward-looking projection data uses already analyzed data to help schools make informed, data-driven decisions about where to focus resources and consider intervention planning.

Unlike the first two evaluation systems, TVAAS prioritizes data analysis to understand student growth and makes decisions and allocation of resources dependent on the analysis of this information. The role of teachers is not central to this evaluation system. While all three systems put the interests of students and the quality of learning at the forefront, the first two have a stronger focus on individual teachers and on strengthening the quality of teaching, as a means to improving overall educational quality for all students.

Evaluations in my clinical practice:

The 12-week clinical teaching period was an intense time with countless opportunities to demonstrate my professional growth and development. My mentor and I worked closely each week to create rewarding, challenging and growth oriented opportunities for me. Thanks to these regular feedback sessions, I quickly understood what expectations my mentor had of me. Close communication with my mentor helped my understand where I needed to perform, improve and reflect on my practice, so that I could continue to improve and grow while feeling successful in my evaluations.

Below are some of the areas I felt I should be evaluation are:

1. The ability to back up my curricular and teaching choices, when asked. This proves that my lesson planning and teaching is reflective, purposeful and well thought-through.
2. Having a back-up plan. This shows that I am flexible, creative, and can think on my feet.
3. Organization and preparation. This demonstrates my pre-planning skills and attention to detail and time.
4. Self-reflective and open to criticism. This demonstrates my growth mind-set and my strong desire to improve and grow in my profession.
5. Regularly checking for understanding reinforcing lessons or reteaching lessons. This shows my dedication to student learning and understanding, and demonstrates my knowledge about how learning happens.
6. My impact on student academic growth. This explores the direct connections that my teaching strategies, approach and my curricular choices have on student learning.
7. Classroom culture, respect for students and student engagement. This shows how my character, my tone, my relationship with students, and my rules and procedures all influence the overall social, learning and cultural climate in my classroom.
8. Ongoing reflection and communication with my mentor. This demonstrates my commitment to learning and growing in my profession.
9. Demonstration and evidence of using and understanding pedagogical strategies, such as: how I’m engaging students; question types (open-ended, questions encouraging deeper learning); giving thinking time; differentiation techniques; awareness of multiple intelligences - variety and options in learning (think-pair-share, jig-saw, PBL); Bloom’s taxonomy (how learning happens and higher learning). 
10. My professionalism. This demonstrates my ability to prioritize and remain committed to the profession, my students, parents and the school while upholding the overall integrity of my profession.

Sources:

Teacher Development and Evaluation. Retrieved June 18 from https://www.aft.org/position/teacher-development-and-evaluation

 NEA. Teacher Evaluation: A Resource Guide for National Education Association Leaders and Staff.pdf

TVAAS. Reports. Retrieved June 18 from https://tvaas.sas.com/welcome.html?as=c

Pre-Assessment for Differentiation

Grade 4 students are beginning a unit on contemporary Brazilian-American pop-artist Romero Britto. In order to evaluate his work and style, students will inquire into the elements of art and design which make up his art. Later in the unit students will create their own Britto-inspired artwork and are expected to carefully plan and develop their piece with close consideration for art and design elements. They will be expected to defend their choices.

For this pre-assessment, students are given a question-and-answer quiz with 10 questions on art and design elements, as well as fundamental art development concepts.

Play the quiz here. 

Based on results from the quiz, students are split into three groups based on prior knowledge, and will be given activities and assessments which are differentiated to their needs.

For more information on differentiation strategies, activities and assessments, see this lucidchart.

A. Differentiation strategy for student with strong prior knowledge

Using personal iPads, students sit on the plush pillows in the corner of the room and individually use the interactive iPad App 'Explain Everything' to analyze their choice of a Romero Britto painting using Elements of Art and Principles of Design. Arrows and text are selected and drawn to point out and define examples of elements. Student must each identify at least 3 principle of art and 3 elements of art. A definition list is provided for assistance. Students must also analyze Britto’s use of color. Color charts around the room may be referenced for this purpose. Students then compare with partners, and collaborate to add more elements where necessary. 

Partners then use the record feature to audio record one another reviewing their partners’ work. This encourages students to review and assess one another's work and provide feedback, while practicing the art of communicating about a work of art. Once both partners have recorded their audio, students may continue to play with the ‘Explain Everything’ App to draw on an uploaded photo of their choice.

Innovative differentiation strategies used for this group:

Peer collaboration and assessment; communicating about an artwork; problem-solving and creative exploration using technology; evaluation of an artwork; use of technical vocabulary; resource use for research; choice in choosing artwork for analysis (based on interest).

Assessments used to track student learning:

1. Completed assessment on 'Explain Everything' iPad App showing a. Proper use of technical vocabulary and identification of key concepts
 b. Peer evaluation discussing the artwork


2. Teacher will also circulate throughout and ask open-ended questions, monitor independent work, and monitor peer collaboration. Teacher will give one-on-one feedback periodically to assess understanding.

B. Differentiation strategy for students with some prior knowledge

Students in this group have demonstrated strong understanding of the concepts presented in the pre-assessment, but need further practice and review. 

In 4 teams of 3, students work at the two computers at the back of the room (2 teams per computer) and play elements and principles of art jeopardy. Concepts covered in this game are: elements, design, color wheel, design chart and color challenge. Students work collaboratively with their team peers to correctly answer the jeopardy questions. Students have as reference an element and principles of art poster to assist them. Students may choose so start out selecting the questions at the top row, which are easier, and graduate, select and answer more challenging questions for more points. This allows students to build up their skill level while providing them with continuous challenge. The timed element of this game encourages team members to cooperate efficiently in finding the correction answer. The element of competition is exciting and keeps the students highly engaged. The team with the most points is the winning team. 

At the end of the first round of games, the two winning teams challenge each other to another game for 1^st and 2^nd place, and two losing teams compete for 3^rd and 4^th place.

The first place winning team is given a reward (3-D stickers for their sketchbooks). The rewards system encourages students to do their best.

Innovative differentiation strategies used for this group:

Peer collaboration; element of competition built into to tasks; tasks with increased difficulty; rewards system; resource use for self-directed research; choice in questions (based on interest and ability).


Assessments used to track student learning:

1. Elements of Principles of Art Game (Jeopardy) demonstrating 

a. Answer response to question prompts
 b. Score indicating level of difficulty achieved.

2. Teacher will also circulate through to to assess student understanding and collaboration. Teacher will give one-on-one feedback periodically to assess understanding.

C. Differentiation strategy for students with limited prior knowledge

The students in this group are given a color wheel worksheet to fill out. Students work together to complete this wheel, and may reference wall posters and reference materials around the room to assist them. This activity asks students to collaborate, problem-solve and research information in order to complete a task. The teacher circulates regularly to this group to ask open-ended questions and monitor student progress.

Students are then handed a principle of art worksheet with colorful visuals defining the various elements. The teacher discusses these with the students. All students actively participate in this activity to give the teacher an idea of progress and understanding. Students are asked individually and as a group to point out elements of art and design in selected paintings that the teacher has printed out or shows from books, including some by Britto, our featured artist for the upcoming unit. Students are encouraged to help one another answer the questions when and if it is answered incorrectly. This encourages students to communicate their thinking with one another, and go deeper in their learning and analysis. 

Once the teacher feels comfortable about the students general understanding of the basics principles, students are asked to walk around the room with clipboards and to fill out a principles of art and design worksheet. Student must draw examples of the principle of art or design in the appropriate box next to the definition, and indicate where their inspiration came from (a section of a poster; a brick in the wall, scribbles on the chalkboard, a view out the window). Students then compare with a partner (in 2s and 3s) before sharing as a whole group. 

Innovative differentiation strategies used for this group:

Peer collaboration for problem-solving; researching information; verbal and visual evaluations of concepts; using technical vocabulary; peer assessment; evaluating artwork.

Assessments used to track student learning:


1. Color Wheel Worksheet
 demonstrating  understanding of color, color relations and color mixing.  

2. Teacher-led group activity/discussion where students identify art and design elements in artwork.

3. Principle of Design Worksheet

 demonstrating understanding of vocabulary and concepts. 

3. Teacher circulates and monitors group and individual work. Students are regularly engaged with open-ended questions. Teacher will give one-on-one feedback periodically to assess understanding.

Considering High Stakes Testing: IB Diploma Program and NYC Regents Exams

Bonn International School (IB Diploma Program)

The school where I completed my clinical practice, Bonn International School (BIS), is an IB school which prides itself on offering ‘a comprehensive and balanced curriculum, preparing students for realities of the outside world and inspiring them to achieve their personal best.’

BIS offers the IB Diploma Program which is a rigorous two-year program for grade 11 and 12 that provides an internationally accepted qualification for entry into higher education. The IB Diploma is recognized and valued by universities worldwide.

Students in the IB Diploma Program study three core elements and choose to specialize from a selection of academic subject groups. The goal of the core elements is for students to demonstrate their learning, and apply their knowledge and skills in practical and meaningful ways. The three core elements are: CAS (Creativity, Activity, Service) in which students choose and complete projects related to the three concepts; Theory of Knowledge (TOK) in which students reflect on the nature of knowledge and how knowledge is constructed; and Extended Essay, an independent, self-directed piece of research, culminating with a 4,000-word paper.

Students are evaluated using both internal and external assessments, and courses finish with an externally assessed series of examinations. IB Diploma students’ exams and performances are measured against well-defined levels of achievement by independent examiners. This gives the process a high level of objectivity and reliability. Common examination formats include essays, structured problems, short-response questions, data-response questions, text-response questions, and case-study questions.

External assessments are complemented by internal assessments that vary by subject and are evaluated by the subject teacher. A variety of assessment methods are used to value the content and the process, growth and depth of academic achievement. The range of assessment methods emphasizes the IB’s respect for students’ different learning styles, needs and cultural backgrounds. Students demonstrate their growth and process towards the IB Learner Profile which serve to the strengthen a teacher’s planning towards further developing these essential IB learner attributes.

Assessments in the IB not only measure a mastery of academics but also life skills that prepare students for future work and study, for example: researching, analyzing and presenting information; evaluating and constructing arguments; self-reflection and communication and creative problem solving. Both the variety of assessment options, as well as the close collaboration between teachers and international examiners, ensures that students in the IB Diploma Program have ample, appropriate and relevant opportunities to demonstrate their learning and knowledge.

At BIS, DP students take a two-week ‘study leave’ in April and May where they independently prepare for their IB exams. Exams then take place over the course of several days in May and June. The results of these exams are then compiled to indicate school and global IB-wide graduation rates.

At my school it is important to note that not all students must strive for the IB Diploma. There is also an option to complete the BIS High School Diploma which his taught through the ‘standard level’ courses offered in the IB. This is a less rigorous program and it does not sufficiently qualify students for entrance to universities without the addition of separate university entrance exams (SAT).

Teachers in the IB Diploma program do not receive rewards for high rankings students. At my school, only teachers with strong prior IB Diploma teaching experience are hired to teach the DP, while their collaboration with external evaluators requires that they be consistently maintain the highest level of commitment to student achievement and professionalism. Teachers are hired on a two-year probational contract after which they are evaluated for a permanent contract. Student success in the IB may be a consideration in this process; however, it is not a major decision factor. More important are the teacher’s attitudes, attributes and ethical practice, which demonstrate an alignment with the IB philosophy and supports the needs of a diverse student body.

New York City Public Schools (Regents Exams)

The US federal No Child Left Behind Act requires states to define academic standards and to administer yearly assessments that measure progress of student achievement.

Elementary and middle school students in New York State take yearly State tests in core academic subjects in grades 3 an 8 to assess their knowledge of the Common Core Learning Standards. Students’ test results are one of the factors that schools use to decide whether to promote a student to the next grade level. New York City high school students must pass five Regents Exams in order to graduate. The Regents Exam assesses students’ knowledge of the learning standards defined by New York State. Subjects tested are English, math, science, global history, and U.S. history and government. In addition to the Regents Exams, student must take additional standardized tests to gain entry into institutions of higher learning, such as the SAT.

NYC schools offer alternate tests and testing conditions to accommodate a diverse demographic, including test for English Language Learners and Students with Disabilities, and in some cases, the option of taking the test in another language.

Information from testing and other data about school strengths and weakness is complied in the New York State Report Card, which is used by the state to make accountability determinations, with the goal of improving instruction and related student services. While test scores are only one aspect of measuring school performance, and are considered in conjunction with other school evaluation tools, including the School Quality Report, the Quality Review, and the NYC School Survey, they can have a considerable impact on how schools operate, how and what teachers teach, and how and what students learn.

Knowledge gained from the report card on a school's strengths and weaknesses can be used for purposes which benefit schools, but schools and teachers may also be penalized for consistent underperformance. “Failing schools” was a term I heard a lot while living in NY, and I saw many ‘failing schools’ split or transformed into Charter schools or shut down entirely, which can have grave consequences on students and communities. The pressure therefore, to have students do well on state tests is very high for all stake-holders. Teachers may feel pressured to ‘teach to the test’ rather than engage in authentic teaching, in order to increase their school and students’ scores. For students, the stress is high too. Passing these test are a ticket to graduation and may determine how well students do on subsequent tests like the SAT, allowing entry into higher education. Therefore, not doing well can have serious consequences. Schools clamber to avoid this by engaging in lengthy test preparation and ‘teaching to the test’. The standard amount of time set by the NY state legislature for time spent during school hours prepping for tests is one percent. However, a new report suggests that this is widely underestimated, revealing that actual time spent teaching to the test of closer to 2 percent. 

This testing culture can lead to loss of teaching time (particularly for new content), student testing fatigue, and loss of enthusiasm for teaching and learning for both teachers and students. It speaks very little for a high-quality, exciting and meaningful education that provides students with transferable, life skills. Nor does it leave room for teachers to exercise their passion for teaching,

The IB Diploma Exams and the Regents Exams differ greatly. The IB DP Exam culminates from years of student-led learning. Following this vein of pedagogical thinking, the exams allows room for student choice and requires students to show, demonstrate and apply their learning in creative and differentiated ways. The rigorous and difficult road leading up to the IB exams can be stressful for students, but when content is meaningful and personalized, learning is inspiring and rewarding. The Regent’s Examinees, by contrast, must prove their mastery of knowledge against concrete and specific state standards of learning, which leaves a narrow margin for students to demonstrate their learning outside of the right or wrong of the test ‘bubble’. This can be especially damaging to non-mainstream groups like new immigrant arrivals, those with learning disabilities or those with learning differences.

While both systems clearly set high standards and high expectations for student learning, I would argue that the IB system does so in a way which is more equitable, meaningful and inspiring for students, and which prepares them for the rigors, unpredictability and ever evolving landscape of the real world. My experience in an IB school has revealed that teachers and students feel rewarded and respected by assessments that value student-centered education, the exercising of relevant knowledge and the demonstration of 21st C skills, no matter how high their stakes.

Sources:

Assessment and Learning Development in IB PYP Schools. Final Report, November 2015. International Baccalaureate Organization. School of Education, Deacon University. PDF file. http://www.ibo.org/contentassets/cc0cf81a37814d94b46b9711a50a1a98/final-report-ib-pyp-assessment.pdf

Bonn International School Homepage. Welcome to Grades 11 and 12 Diploma Years. Program Information and Curriculum Guide 2016-2017. PDF file. https://www.bonn-is.de/sites/default/files/dp_curriculum_guide_v.2.pdf

International Baccalaureate Organization. ‘Assessments and Exams’. http://www.ibo.org/programmes/diploma-programme/assessment-and-exams/ 

NYC Department of Education. ‘Yearly Testing’. Retrieved from http://schools.nyc.gov/Accountability/resources/testing/default.htm

Valerie Straus. Report: Time Spent on Standardized Testing is Schools is Underestimated. The Washington Post. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2015/11/19/report-time-spent-on-standardized-testing-in-schools-is-underestimated/?utm_term=.a7275e92c956