Teachers: Getting to the Bottom of "Good". 2010 ASBSD & SASD Convention Dr. Melody Schopp August 13, 2010. Today’s Goals. Update on Teacher Standards and Evaluation Workgroup Understanding of the need for Teaching Standards Understanding of how Teaching Standards affect Evaluation
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
2010 ASBSD & SASD Convention
Dr. Melody Schopp
August 13, 2010
We need to identify the instructional practices necessary for effective beginning teaching, and the knowledge and skills needed to carry out those practices.
Additionally, we need to develop best materials, tools, and resources for training teachers, and valid assessments to measure candidates’ progress and certify their readiness for practice.
Each school district shall adopt procedures for evaluating the performance of certified teachers employed by the school district that:
(1) Are based on the minimum professional performance standards established by the Board of Education pursuant to section 1 of this Act;
(2) Require multiple measures;
(3) Serve as the basis for programs to increase professional growth and development of certified teachers; and
(4) Include a plan of assistance for any certified teacher, who is in the fourth or subsequent year of teaching, and whose performance does not meet the school district's performance standards.
Section 3. A work group appointed by the secretary of education shall provide input in developing the standards and shall develop a model evaluation instrument that may be used by school districts.
The work group shall consist of the following:
(1) Six teachers: two from an elementary school, two from a middle school, and two from a high school;
(2) Three principals: one from an elementary school, one from a middle school, and one from a high school;
(3) Two superintendents;
(4) Two school board members;
(5) Four parents who have students in various levels of the K-12 system:
(6) One representative of the South Dakota Education Association;
(7) One representative of the School Administrators of South Dakota; and
(8) One representative of the Associated School Boards of South Dakota.
Noun: something considered by an authority or by general consent as a basis of comparison; an approved model.
Adjective: serving as a basis of weight, measure, value, comparison, or judgment.
What do you believe every teacher should know and be able to do?
Do you believe that teachers should be able to know and do the same things regardless of their experience?
If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job.
Evaluation systems rarely take into account the full range of what teachers do or the context in which they teach.
In the absence of useful feedback, most teachers’ performance plateaus by their third or fourth year on the job.
Everyone loses as a result
……… Instead of teachers' actual performance!
Basic: Principal observation and teacher “qualifications” determine rating
Policymakers increasingly are insisting that teacher-evaluation mechanisms link teachers' evaluations, promotions or salaries to student test results.
Other policymakers, along with many educators, insist that no meaningful assessment of a student's academic progress or a teacher's effectiveness can be made on the basis of standardized tests, especially a single test.
While some policymakers seek to hold individual teachers accountable for student achievement, other decision-makers as well as educators argue that a system of individual accountability – especially one that metes out rewards and sanctions – creates unhealthy competition among teachers and undermines collegiality.
As an alternative to individual accountability, another model holds teachers and school staff collectively accountable.
This model has been tested with the SDIF+ grant work.
Robust: Multiple inputs anchored in student achievement determines effectiveness.
Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing.
~John F. Kennedy
Better Student Outcomes
Targeted and meaningful PD
Multiple measures of effectiveness
Accurate teacher evaluation
More effective teachers
Strategic placement of teachers
Differential pay based on effectiveness
In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years.
~ Jacques Barzun