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
