I had an amazing opportunity to hear Kim Marshall speak this past week in my district. He spoke about the traditional ways we appraise teachers, which is basically walking through occasionally and then looking for the dog and pony show once or twice a year. The appraisals typically do little to enhance student learning.
Marshall suggests a paradigm shift in how principals approach teacher evaluations. He promotes walking through a minimum of 5 classrooms daily, for only a 5 minute snippet of time and then giving the teacher feedback face-to-face, rather than in a form or memo. With a staff of 45, even missing some days, a principal would have an opportunity to see almost 650 classroom visits, rather than the time consumed with traditional 45 minute observations. This multitude of quick mini observations, as Marshall called them, would culminate in a year-end evaluation.
Of course Marshall emphasizes the difference between proficient teachers and teachers in need of assistance. Teachers needing additional help would receive more intensive walk-throughs with specific documentation to support the observations. What do you think of this approach?
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5 comments:
Alphefia
Robin,
I am not sure how an administrator would give positive or negative feedback without putting something in writing. I think the idea of walking around and making five minute observations is great; however, who is it benefitting??? If I were a new teacher I would be offended if everytime the administrator came he/she happen to come in at time when my students were off task. It would be difficult to determine how the problem could be rectified. Which teachers are recommended for improvement and which students are not.
In our district teachers are given an opportunity to let the principal know what is a good time to be evaluated. There is a pre-conference and a post-conference. The teacher must feel out a form which states what objective, subject, and materials will be used in the lesson. Also, how many students are in the class and what the follow-up assignment will be. The administrator must complete the evaluation and write-up within 10 days or it is not valid. This process works well in our district. Teachers who are non-tenure get three evaluations per year; while non-tenure teachers receive one evaluation per year. Lately, there has been problems with tenure teachers not working up to potential or satisfaction; therefore, the union and the school district have a correction action plan for those teachers who need it. Also, they assign mentors to those teachers who are in need of improvement............Alphefia
Alphefia,
The idea behind the verbal, rather than written responses, is to keep it informal and nonthreatening. More like a conversation you have when you are discussing strategies with a colleague. Because the administrator is walking through so frequently, there shouldn't be a worry that once or twice the kids are off task. Over time, it is the total picture that counts.
'robilowe
I absolutely agree with this method. Administrators need to be more visible in their school more often. The traditional teacher evaluation is not as informative as several "out and about" visits during the course of the year.
Our school has employed the practice for years in conjuction with formal evaluations. The difference in quality teaching and time on task is almost visible. The principal, assistant principal, and instructional coach make up the adminsttrative team that conduct the "out and about" visits. Most times notes were left behind or sent shortly after each visit.
It was nice to get caught doing something good. It is very rewarding for the staff as well as encouraging.
"Out and about" visits give the true picture of what is happening in the classroom. Planning a formal observation is just playing dress up. Good teachers shouldn't need to plan good lessons to showcase.
In every profession performance appraisals are important. This is especially true in the field of education. The importance of education and its ability to affect the entire society, through creating, developing, and educating future members of the overall workforce makes the job teachers do of great importance and there is no room for teachers not meeting the need of the students.
As a principal, I would conduct performance appraisals that are both formal and informal. The informal appraisals are when I will stop in the classroom for a short period of time and basically take notes on what they see is happening in the classroom. The notes that are taken will be given to the teacher and I will keep a copy. I will list many things that are going on in the classroom and explain to the teacher what they believed that they were doing effectively and any suggestions that they had for the activity or the classroom in general.
At other times in the year I will do a formal observation, which last for a longer prescribed amount of time. During these observations the principal will be looking for prescribed elements that are supposed to be in every lesson. I believe that the observation instrument should be developed using the standards and other elements that should be evident in any lesson. The instrument that is developed would be available for teachers to look over before observations, so they exactly what is being looked evaluated. Teachers with less than three years experience in the grade they are teaching will receive more observations to help make sure that they are meeting the needs of the students that they are serving. After the observation the principal and the teacher discuss the teacher’s lesson and what the teacher scored on the observation. If the teacher does not believe that this is their best work they can request another observation.
Using this process I believe that teachers are given the opportunity to show a true picture of their teaching abilities. When these performance appraisals are used correctly teachers have the opportunity to grow in their profession and meet the needs of the diverse students that they serve.
Robin,
I like this idea. My administration has decided to adopt this form of observation, although, I think they are maintaining the traditional walk-throughs as well. Maybe this is a trial-run for the administration. It is definitely less threatening than the usual 20-minute sit-ins because they do not just sit there and stare at the teacher instruct for an extended period of time. It probably does really give a better idea of what happens in one's class as well. If there is ever something wrong, one feels that they will have time to "make up for it," and they are used to the presence of the administration. I do not think it's a bad idea, and I am interested to see if this form continues. Our administration does have a little checklist that they stick in our mailboxes, not just in-person communication.
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