Supporting Multicultural Education in My Classroom

Reflection on My Clinical Practice

My clinical experience for the certification portion of this ME.d was done in the same school I current worked and have worked in for almost 9 years.  The school is located in Suwon, South Korea and while technically it serves students from about 25 different nationalities a quick walk through the hallways will reveal that it is, in fact, very much a Korean school.  Having taught at the school, and even other schools in Korea that had a high percentage of Korean students for many years, I would not say that there was any one thing from my clinical practice that helped prepared me to support the kids at my school.  It was the almost 13 years of teaching experience in the country with the kids from the same cultural background that did that.  What the clinical did do, however, was make me more aware of what I was doing (almost naturally) based off of my experience and previous MA studies where there was a focus on language acquisition and cultural diversity.

Supporting Multicultural Education as a Leader

The greatest takeaway from the learning from this week's readings and activities was the ideas and strategies presented by Walker & Riordan (2010).  The reason for that is because I now find myself in more of a leadership role then in a classroom teacher role and increasingly having to work with a diverse population of teachers.  We have teachers from the United States, Canada, Spain, Bolivia, Brazil, South Korea, Taiwan, India, New Zealand, Mauritius, and Australia.  Many of our teachers are CCKs and although their passport says one thing the way they feel and act is very different.  Additionally, as I ready myself for a transition to a school with perhaps even greater diversity in both the staff and students this work gave me something to consider for when I get to my new location and how I should plan for such support.

Supporting Specific Student Populations at GSIS 

As mentioned above, GSIS is primarily a school filled with ethnically Korean students and while there are a few from other nations (Japan and India forming the majority of the minority), the number is not comparatively high.  It would, however, be a mistake not to consider these two nationalities and even the singletons when planning to support students in your classroom.  With that being said, my search for additional resources was focused on finding two that focused on Korean students and one that focused on each of Japanese students and Indian students.

Kim (2015) found that through his study on Korean students in the united states that most issues stemmed from loneliness, speaking English, and being too self-conscious to participate or ask for help during class.  He also found that most Korean students were less interested in discussing these issues, but wanted help in how to deal with these issues.  Kim's findings indicate that schools should consider not only discussions as a means to help Korean students cope with living in an international environment, but also offer suggestions on how to deal with the issues that highlighted as most common.  DeWaelsche (2015) while focusing on university English classes brings a more academic focus on the matter by looking at student's critical thinking & questioning skills as well as their engagement in learning.  What he found, though, mirrored one of the key findings of Kim, and other researchers, in that language was a key factor in supporting of Korean students' academic and social development.

Sato & Hodge (2015) found in their study of Japanese exchange students studying in an American university that the struggles centred around:

1. Social distance, which contributed to academic struggles;
2. Collectivist cultural norms versus individualistic cultural norms;
3. Isolation in group discussions;
4. Negativity on the part of their professors.  

The authors go on to suggest several recommendations to improve the experiences of these students which include having:

1. Academic units that encourage attitudes of multicultural openness;
2. Relationship building initiatives;
3. Networking opportunities with peers of the host countries;
4. Development of skills such as:
1. Taking initiative;
2. Reframing cross-cultural stressors;
3. Developing active coping mechanisms.
5. Building an awareness within the faculty of the increasing international enrolment and how to handle them with understanding and inclusion, but without using stereotypes.

In a more disturbing article, Kundi (2016) sheds light on the immense pressure that Indian students are under because of limited college seats and the competitive nature of the job market in such a densely populated country.  With 6.23 Indian students committing suicide a day in India it is certainly something to be concerned about within education sectors in India, but also something that we need to be aware of in international schools in general.  We need to understand the pressures and find ways to help them cope in addition to not piling the pressure on the students.  While not mentioned of Korean and Japanese students above, it is a common theme in those countries as well where suicide is an issue for students because of the pressures they face from parents, limited college seats and the shrinking job market.  It is something that we need to be aware of and find ways to support for all three in our international schools.

References

DeWaelsche, Scott A. (2015). Critical thinking, questioning and student engagement in Korean university English courses. Retrieved December 7, 2017 from http://www.sciencedirect.com/science/article/pii/S0898589815000832

Kim, So Jung. (2015). Supporting the needs of Korean international students. Retrieved December 7, 2017 from https://www.socialpublishersfoundation.org/knowledge-base/supporting-the-needs-of-korean-international-students/

Kundi, Gagandeep. (2016, March 9). Why Indian Students are more stressed than ever? Retrieved December 8, 2017 from http://www.studyin-uk.in/blog/why-indian-students-are-more-stressed-than-ever/

Sato, Takahiro & Hodge, Samuel R. (2015). Japanese Exchange Students' Academic and Social Struggles at an American University. Retrieved December 7, 2017 from https://files.eric.ed.gov/fulltext/EJ1060058.pdf

Walker, Allan & Riordan, Geoff. (2010).  Leading collective capacity in culturally diverse schools. Retrieved December 6, 2017 on https://drive.google.com/file/d/0BzYfzjQoASL_XzBWbHNnU1h6aUE/view

My Cultural Identity
Newfie, Canadian, Korean, or somewhere in between?

Introduction

It was during this week's reading when I came across the following statement in Facing History - A New Concept of Identity (2017) that I really began to question how I looked at myself in terms of my identity:

"...identity cannot be compartmentalized; it cannot be split in halves or thirds, nor have any clearly defined set of boundaries." -Amin Maalouf

My ethnicity, gender, and religion are all pretty simple.  I am your average, white, middle class Christian male.  Very much cut from the same cookie cutter as everyone else I grew up with and much like those described as being the "normal" group when reading about topics such as immigration, segregation, fitting in, and such in the United States and Canada.  What is unique about me, and what I would like to focus this post on is that, you see, I have lived for 16 years in Korea, but was born in raised in a small fishing village in Newfoundland, Canada.  One might think that this means that I have the struggle with figuring out two cultures, but that is not the case as Newfoundland comes with its own cultural uniqueness that cannot be overlook.  It was not until I moved to South Korea that I realized how different I was not only from the rest of the world, or at least Koreans, but also from Canadians from outside of Newfoundland.  When I read this above quote I could not help but see my time in all the places that I've live run through my head and the struggles with who I was come to the forefront.  To better understand this struggle, perhaps you might want to know a little about where I am from.

The Newfoundlander (a.k.a. the Newfie)

Newfoundlanders are, to say the least unique.  You have to look no further than the recent Impromptu 'kitchen party' at Pearson during a flight delay from Toronto to St. John's that went viral back in late November, 2017 or the reaction to the 9/11 terrorist attack by the people of Gander so see that.   We are proud of who were are: kind, quirky, deeply connected to our roots (mostly Irish).  We are often poked fun of by other Canadians and react by laughing with them...at...ourselves.  Life is simple in Newfoundland.  It is like something out of a storybook.  Everyone takes care of everyone.  Trust is the currency, your word is your bond.  Life is slow and fun and we like it that way.  It is the very  thing you would think about of "small town" culture.  

Being Canadian

I was recently in my 1st grade son's classroom where they were doing a unit of inquiry on culture.  The teacher invited parents to come in a present on the culture of their home country.  Of course for my 6 year old son, he was not sure who to ask.  Daddy who is from Canada and clearly not Korean or mommy who is from Korea and clearly Korean.  Eventually I was invited and asked to present about Canadian culture.  What a task!  How does one pinpoint Canadian Culture?  Sure, some of the stereotypes fit.  But, no, we don't say "sorry" all the time, nor do all of us pronounce it "aboot".  While most of us are kind, rational people, we do have people like anywhere that make life hard on others.  Do I talk about the East Coast where winters are harsh, the population spread out, and fishing is (or was) the primary means of work?  Do I talk about the business centre of southern Ontario?  Or the culture of Quebec, which is of French heritage?  How about the prairie provinces?  Or the oil fields of Alberta.  Then, the beautiful West Coast.  Or what about the people?  Canada has been described as a salad bowl and a visit to any metropolis will reveal as much.  The culture of Canada is as wide and diverse as the landmass is large, it is the nature of large countries who were formed by immigrants.  To be Canadian is to be, well, diverse and as Maalouf describe not suitable for compartmentalization.

Life in South Korea

I have people often say to me as I enjoy a bowl of kimchi stew (김치찌개) that I have become "part Korean".  I give items with my right hand as a sign of respect (two hands if the person is culturally deserving of high respect).  I even do that when I am back in Canada, much to the bafflement of the cashiers at the local stores.  One a recent IB trip to Barcelona where there were IB educators from all over the world I, and other representatives from the Asia Pacific region found ourselves chatting one night about how we have all become "asian".  On the very first day it was clear that avoiding conflict was not going to be the norm of the group, however, for us, we did our best to stay out of the fuss.  And, while I was the only one that was from Korea, there was this sense and all of us (average white people from Singapore, Hong Kong, Korea, Japan, and China) were, very much "Asian" in how were acted in a larger group setting, at least for the most part.  It was interesting to debrief on night 1 as a group of the dynamics of the larger group and how we fit into it all.  Clearly after 16 years much of what is considered "normal" in Korea (or Asia for my colleagues) had become "normal" for me and I had not even noticed it.

The Resulting Salad

So proud of being from Newfoundland, I found myself clinging to that part of me when I first moved to Korea.  When asked where I was from my initial answer was, "Newfoundland" and not "Canada".  Of course I would have to explain where Newfoundland was and eventually get the, "Oh, so you're from Canada" response.  So proud to be from Newfoundland, my Skype ID is newfieinkorea and my nickname on the local dart circuit is NEWFIE.  Even my first pet in Korea was named Newfie.  Yes, I was, and really still am, a Newfoundlander (or Newfie as some of us like to call ourselves).  However, to be honest, as I transition out of Korea at the end of this school year I am left felt thinking that I might well be as Maalouf describe, unable to compartmentalize who I am culturally as much as I can simply describe who I am and admit that it cannot be done in a simple statement.  That it is complex.  That it is WHO I am.   When hockey is on, I am Canadian.  When I am feeling homesick, on goes the traditional Newfoundland music.  When I am in Canada for an extended period of time, I seek out the nearest Koreatown so that I can feel a sense of home, and, of course eat some good Korean food.  I even find myself looking for the nearest Koreatown in the locations I am considering for my next job.  I want to be able to play darts and enjoy the outdoors like I can in Newfoundland.  I'd rather be in a close-knit, smaller community like in Newfoundland, but I also want the conveniences of a city such as Edmonton, Toronto, or Seoul.  In other words, I want it all because it all fits who I am - a guy with a salad for a culture.

References

Facing History and Ourselves. (2017). A New Concept of Identity. Retrieved December 5, 2017 from https://www.facinghistory.org/civic-dilemmas/new-concept-identity

Freeman, Joshua. (2017, November 21). Impromptu 'kitchen party' at Pearson airport goes viral.  retrieved December 6, 2017 from http://toronto.ctvnews.ca/impromptu-kitchen-party-at-pearson-airport-goes-viral-1.3687992

Lackey, Katharine. (2017, September 11).  An oasis of kindness on 9/11: This town welcomed 6,700 strangers amid terror attacks.  Retrieved December 6, 2017 from https://www.usatoday.com/story/news/nation/2017/09/08/gander-newfoundland-september-11-terror-attacks-kindess-come-from-away/631329001/

What Would I Like to Research?

Looking into my topic for the MEd action research project.

Research Question/Topic

For the purposes of this project I would like to focus on the concept of international mindedness at my school.  The question I would like to investigate is:

To what extend is international mindedness present in the day-to-day experiences of students in our school?

Rational for the Question/Topic

From the above question I would like to unpack not only if it is present, but in want ways is it present, and how can it become a centrepiece for our school's learning experience for everyone.  

As someone who has worked at this school for almost 9 years and has two young boys in the school it is important to me that the education we offer is one that will prepare our (my) kids for the world that awaits them.  In a world where the International Baccalaureate (IB) seems to be growing in popularity resulting in an increased awareness of international mindedness I have become more and more concerned with how were are educating our kids in an ever-shrinking world.  Research has shown that there is an increasing need for global competence & intercultural awareness.  The IB asserts that this came be achieved through the teaching and learning experiences anchored in the concept of international mindedness.  If this is true, which I believe it is, then the importance of investigating the extend at which we are achieving this goal is of great importance.  It is also important that we find new and innovative ways to grow the educational experiences of our students in order to further achieve the goal of developing internationally minded citizens in our school. 

The Context for the Research

Gyeonggi Suwon International School is a JK-12 international school located in Suwon, South Korea that offers the IB Primary Years Program (IBPYP), IB Middle Years Program (IBMYP), and IB Diploma Program (IBDP).  GSIS is a not-for-profit school that has approximately 425 students from 24 different countries.  By Korean law, only 30% of students enrolled in each grade can be Korean passport holders.  This means that while a walk through the school might appear to show a high percentage of local students, they come from different countries and have diverse cultural backgrounds.

International Mindedness, Intercultural Literacy, & Global Compentence

Cross-Cultural Terminology

International Mindedness

The concept of international mindedness is one that not too many outside of the International Baccalaureate world would have heard of until very recently when the number of research articles began to grow.  Even the IB, while having a position paper on international mindedness, has not done, in the opinion of many, a very good job defining what international mindedness really is in a succinct way.  Quite often students and teachers are left trying to figure out for themselves what teaching & learning for international mindedness looks like.  Parents, for the most part seem completely lost.  

In the 2013 IB Conference of the Americas, Bhavnani (2013) broke down international mindedness as:

• the ability to be better prepared for the 21st century global challenges;
• understanding ourselves to connect with others;
• awareness that the world is much larger than the community in which we live;
• respect and understanding for other perspectives, cultures and language;
• the ability to see oneself as a responsible member of the community and a global citizen.

While this, to many of us in the educational field seems reasonable understandable it is still not more clear to parents and students.  Nor does it shed any light on how to teach for international mindedness.  The IB, which has a foothold on the term international mindedness, believes that it is through inquiry using the global context as a lens to develop the IB learner profile attributes that students will develop into internationally minded, global citizens.  So, in a sense, it is meant to be more organic than most people would like, particular parents who grapple with the teaching & learning styles of the 21st century classroom.

Intercultural Literacy

Heyward (2002) defines intercultural literacy as "the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross-cultural engagement."  The issues with intercultural literacy by definition is that there is an innate need for intercultural interactions.  For this reason, many students who have been educated in international schools display many of the characteristics, while those who have been educated in more monocultural schools do not.  While this may be true for the majority, it is not true for all.  With that caution should be taken to ensure that generalizations are not made.  However, it does shed light on the need for greater planning in curriculum so that everyone has the opportunity to experience other cultures, hence developing their intercultural literacy.

Global Competence

In a recent NEA policy brief calling for an increased focus on global competence, global competence was defined as "the acquisition of in-depth knowledge and understanding of international issues, an appreciation of and ability to learn and work with people from diverse linguistic and cultural backgrounds, proficiency in a foreign language, and skills to function."  The current issue stands with not so much the desire, but the ability to implement the necessary strategies to meet this ever increasing educational goal.  In a recent article on Getting Smart's website, it was articulated that while 80% of teachers agreed with the need for an increase in student learning about other countries and cultures, only 30% said that they were actually doing it.  The reason cited for almost 6 out of 10 of those teachers was a lack of resources and/or administrative support.

References:

Bhavnani, Jaya. (2013, July 18-21).  Enhancing International Mindedness.  Retrieved November 24, 2017 from http://www.ibo.org/contentassets/dd8041e9f17042ea87db944c136129d1/jaya-bhavnani-enhancing-international-mindedness.pdf

Getting Smart. (2016, February 23). What do Globally Competent Student Look Like? Retrieved November 24, 2017 from http://www.gettingsmart.com/2016/02/what-do-globally-competent-students-look-like/

Heyward, Mark. (2002). From international to intercultural – Redefining the international school for a globalized world.  Retrieved November 21, 2017 from https://drive.google.com/file/d/0BzLwFwwvm0oNU0EweTJ2eDhLakU/view

NEA Policy Brief. (n.d.). Global Competence Is a 21st Century Imperative.  Retrieved November 24, 2017 from http://www.nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf

Action Research - Planning for the Final Project

Planning for The Final Project

Requirements & Timeline for the Final Project

The final project for the Educatore School of Education's Masters in Education degree is an action research project, where, by completing the project, students are able to increase their knowledge of an educational topic of their choosing while improving their teaching, and developing skills they can use for future activities. The final product may take many forms, but it must:

• be original work that requires critical analysis;
• include an analysis of previous research done in the field;
• require some application that involves the collection and/or analysis of data;
• include an analysis of findings;
• focus on some aspect of globalization or international mindedness relevant to education in general or your specific situation;
• be in the form of a written report (in Word format).

While there is no limits on the length of the report, it must be comprehensive enough to meet the above and generally runs between 20 and 30 double spaced pages and broken down into the following sections:

• Introduction & Statement of Problem/Question;
• Literature Review;
• Proposed Methodology;
• Analysis of Results;
• Summary & Consideration of Next Steps/Action Plan;
• References;
• Appendices (if necessary)

This will be done throughout the months of November, December, and January, with completion expected by no later than the end of January.

Action Research - A Summary

According to Sagor (2001) action research is "a disciplined process of inquiry conducted by and for those taking the action.  The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions".  Rigsby (2005) makes it even simpler by stating that "action research is a fancy way of saying let's what's happening at our school and decide how to make it a better place".  

While much of the details of action research have been highlighted in the above section covering the requirements for Educator's MEd program, Padak & Padak (2017) unpack the four stages of action research by asking researchers to think about the following questions/ideas for each section:

1. Identifying questions to guide the research.  Think about what makes a good research question (Is it important?  Is is directly related to the issue/problem?  Is it answerable?);
2. Collecting information to answer the questions.  The key thing to remember here is that any information that can help answer your question is data and can be treated as such.
3. Analyzing the information that has been collected.  Think about this section like this:  when the data no longer brings surprises, you know that you have collected enough.
4. Sharing results with others.  Research can lead to more research and therefore it is key to share so that others learn and you get feedback for perhaps further study.

Ideas for Action Research

The first ideas that come to mind for my topics would be:

1. The impacts on monocultural settings on non-national student socioemotional development.
2. An exploration of the teaching of international mindedness and measurement of understanding, application, and attainment of true international mindedness.

More might come to mind, but for now these are the ones that jump out for me and my context.

Potential Challenges & Successes

Obviously, as a father of 2 who has a full time job and it currently looking for a new school to work at in the 2018-2019 school year the greatest challenge I can see is finding the time to get this done.  In addition to time, as I am living in a foreign country, finding the research for Korea in English will also present a sizable challenge.  As for the successes that I see in this process, or at least the things that I think will make it easier for me.  Since I currently work at an International school and wish to focus either on cultural impacts on education or how we can better promote international mindedness in an IB school, I would think that I have fairly easy access to the base for data.  Additionally, since my school is an IB World School I would like to think that there would be a sense of cultural diversity and understanding at the school as well as a basic understanding and practice of international mindedness.

References:

Guidelines and Rubric: Final Project. (n.d.). Retrieved on November 19, 2017 from https://docs.google.com/document/d/1HENDXgi7azEuAJiwYTWzdhE07p9jRnYHL6nDwg5N_Oo/edit

Padak, Nancy & Padak, Gary. (2017, September 28).  Research to Practice: Guidelines for Planning Action Research Projects. Retrieved November 19, 2017 from http://literacy.kent.edu/Oasis/Pubs/0200-08.htm

Sagor, Richard. (2001). What is Action Research. Retrieved November 19, 2017 from http://literacy.kent.edu/Oasis/Pubs/0200-08.htm

Rigsby, Leo. (2005, March). How is Action Research Defined? Retrieved November 19, 2017 from http://gse.gmu.edu/assets/media/tr/ARRigsbyppt.htm

International Schools. What the heck are they?

International Schools.  What the heck are they?

The one thing that we can all agree on about the definition of international schools, is that there is no one clear, accepted definition of international schools.  There have been many attempts to narrow down what is an international education and those definitions have evolved over time.  Hill (2016) in how he describes that there needs to be an understanding that there is a difference between international education and international school, a view of which I am in complete agreement.  In that same article he presents criteria and descriptors that allow one to kind of rank or put a numerical value on how international school is, however this, to me, and many other researchers seems far to simplistic and not truly reflective of what an international school is.  According to ISC Research (2017), "an international school delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English-speaking country, or...[a school] in a country where English is one of the official languages, it offers an English-medium curriculum other than the country’s national curriculum and the school is international in its orientation".  This one idea or definition offered by ISC seems most fitting to me in my experience (as a 16 year veteran of international teaching). It offers the least limiting definition and is the one that fits what I have seen thus far.  That does not, however, diminish the continual confusion of what is an international school.  Take the three below.  Is a DoDEA not an international school?  How about State Department Schools?  And, what makes the Council of International Schools so special?  

International schools have had a long history in global education.  

According to Wikipedia (2017), international schools have been around since the 19th century serving school aged children of families who had to travel for business, government work, and missionary work to name a few.  The number of international schools has grown as a result of globalization to the point where currently there are more than 8,000 international schools worldwide serving over 4.5 million students with over  420,000 teachers (Wechsler, 2017).  Most researchers do not see the demand for international schools slowing down any time soon and predict that the number of schools to double in the next 10 years.  According to ISC Research (n.d.) the most rapid growth for the 2015-2016 school year was in East Asia, mostly due to the growing demand in China for English language medium education.

International education could not be adequately discussed without mentioning the contributions of Kurt Hahn (1886-1974).  Hahn's 1936 paper was well ahead of the times in what one would describe as learning for students.  Hahn's examples of boys in Salem-Gordonstoun conduct and experiences might well be the first documented examples of international mindedness, experiential learning, and the teaching of affective skills.  His legacy is cemented in the founding of United World Colleges and the Duke of Edinburgh Award.  His work inspired many others, most notably Round Square and Outward Bound International.  HIs early schools has a holistic approach that many schools struggle to achieve today, hence why he is still so fondly remembered as a pioneer in international education.

References:

Hahn, Kurt. (1936, March 24). Education and Peace: The Foundations of Modern Society. Retrieved November 3, 2017 from https://drive.google.com/file/d/0BwgYlY1O2AV2VERSQVVpZFNVOFE/view

Hayden, Mary C., & Thompson, Jeff J. (1995, September).  International Schools and International Education: A Relationship Reviewed.  Retrieved November 3, 2017 from https://drive.google.com/file/d/0BwgYlY1O2AV2dFNNOERaMl9lQUk/view

Hill, Ian. (2015, November). What is an ‘international school’? Part 1. Retrieved November 3, 2017 from https://drive.google.com/file/d/0BwgYlY1O2AV2UHhHa25ta1JvakE/view

Hill, Ian. (2016, April). What is an ‘international school’? Part 2. Retrieved November 3, 2017 from https://drive.google.com/file/d/0BwgYlY1O2AV2ODAxbGQxRl83dWs/view

ISC Research. (n.d.). Demand for international education continues to expand globally. Retrieved November 3, 2017 from http://www.iscresearch.com/news/isc-news/isc-news-details/~post/demand-for-international-school-education-continues-to-expand-globally-20170427

ISC Research. (2017). What does ISC consider to be an international school?. Retrieved November 3, 2017 from https://www.iscresearch.com/about-us/the-market

KurtHahn.org (2017).  Retrieved on November 3, 2017 from www.kurthahn.org/

Wechsler, Alan. (2017, June 5).  The International School Surge.  Retrieved November 3, 2017 from https://www.theatlantic.com/education/archive/2017/06/the-international-school-surge/528792/

Wikipedia. (2017). International School. Retrieved November 3, 2017 from https://en.wikipedia.org/wiki/International_school

Analysis of Teacher Evaluations

Evaluation Practices in Schools

A Contrast of Evaluation Systems for Teachers.

There are multiple ways in which schools and districts evaluate its teachers.  From the collaborative, & mentoring style to the state evaluations connected to standardized testing.  Much debate about teacher evaluations have taken place over the past few decades, in particular in the United States with the inclusion of the No Child Left Behind Act.  While this is not applicable to my context overseas, there is no less of a debate of the effectiveness of teacher evaluation practices amongst international schools.  I would like to take some time here to discuss two such school practices that I have experienced over the course of the last 10 years.

Teacher Evaluation at ABC School: The LEAD Process

The process at this school is done in the first year of the teacher joining ABC (Level 1) and depending on the results of the initial evaluation occurs every other year afterwords (Level 2 - clear) or yearly (if there are major concerns Level 3 - probation).  The process includes an initial meeting to set departmental and personal, professional goals.  Three observations occur throughout the year and lesson plans for those three class are submitted and evaluated.  Both the classroom observations and lesson plan observations are evaluated against a set of school-wide teaching standards.  In the final meeting items discussed are:

• Evidence of improvement from the first observation to the final observation.
• Areas for subsequent growth.
• Action plans to address the areas for subsequent growth.

Again, depending on the results the teacher is either put on clear standing (level 2) or probation (level 3).  Probation requires further observations and a detailed action plan, which includes profession development supported by the school to improve the teacher's standing.  Teachers on level 3 have to repeat the same process as in level 1 in their second year at the school.  If the teacher is again placed on probation, the the teacher's contract will not be renewed.  

The process for ABC is one of support, though I would argue that it is a bit too sparse.  Often times people get busy and those three observations are the only ones that occur in support of new teachers.  Overall the process is a fair one, given the school's willingness to support professional development of teachers placed on probation.  In my experience there have been only a few teachers placed on probation and of those few only one that I can recall being not offered a contract renewal.

Teacher Evaluation at XYZ

Very different to what I have observed in my 7+ years at ABC, the teacher evaluation process at XYZ was not very systematic.  It was more of a reactionary approach to poor student performance and parent complaints.  It must be noted that the school was only in its second year when I joined, therefore like many new schools it had its needs and clearly a systematic teacher evaluation system was one of them.  

Since teachers were on one year contracts there was always a sense of fear amongst the teachers that a single complaint or one poor result on an assessment would lead to termination.  In all honesty, you only really saw the principal in your classroom if something was wrong - a poor showing in my opinion.  There was little support from the top in terms of professional development or even suggestions of how one could improve.  The school, due mostly to a mediocre salary and benefits package, employed mostly new teachers fresh out of university.  There was little in the way of school supported professional development.  If a problem was observed with a teacher's practices, the only advice that was given was to "read this" or "watch that video".  Although they made no bones about placing problems in your employment file.  

If you were a good teacher you had no problems, otherwise you were constantly working in fear. Even the good teachers complained about the lack of professional feedback and professional development.  Most left very soon after finishing their contracts.

Proposed Elements on Which I would Like to be Evaluated

As I begin this new chapter in my teacher career and reflect on all that I have learned in the TEACH-NOW program, I would be very excited if a school were to evaluate me on the following elements:

• Understanding Students 
• Technology Integration 
• Classroom Management 
• Planning & Preparedness 
• Assessment & Feedback
• Professional Development and Growth
• Commitment to the School's Ethos