Teacher Growth and Assessment: The SERVE Approach to Teacher Evaluation The Summative or Assessment...
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![Page 1: Teacher Growth and Assessment: The SERVE Approach to Teacher Evaluation The Summative or Assessment Phase.](https://reader036.fdocuments.in/reader036/viewer/2022062713/56649f525503460f94c76a9e/html5/thumbnails/1.jpg)
Teacher Growth and Assessment: The SERVE Approach to Teacher Evaluation
The Summative or Assessment Phase
![Page 2: Teacher Growth and Assessment: The SERVE Approach to Teacher Evaluation The Summative or Assessment Phase.](https://reader036.fdocuments.in/reader036/viewer/2022062713/56649f525503460f94c76a9e/html5/thumbnails/2.jpg)
Howard, Barbara B. (2004)
What is Teacher Growth and Assessment?
Comprehensive system of teacher evaluation for beginning through experienced teachers Combination of summative (judgment) and formative (individual growth) phases Product of research and development at SERVE, the regional education lab, at UNC-G www.serve.org
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Howard, Barbara B. (2004)
Who engages in a summative evaluation in North Carolina?
Anyone who does not hold a clear NC state license (1st or 2nd Initially Licensed or 3rd year Probationary) Anyone who is new to the district this year regardless of the number of years of experienceAnyone else assigned to summative by the principal and/or according to School Board policies
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Howard, Barbara B. (2004)
Three Stages of a Teacher’s Career
First Year TeachersFirst Year Teachers – IntroducingIntroducingskills, knowledge & understanding
(start with 12 dimensions)(start with 12 dimensions)
Second Year TeachersSecond Year Teachers –– BuildingBuildingskills, knowledge & understanding
(add 7 more dimensions)(add 7 more dimensions)
Third Year and Beyond – Continuing Third Year and Beyond – Continuing skills, knowledge & understanding
(add the remaining 3 for a full (add the remaining 3 for a full matrix)matrix)
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Steps of the Process for 3 Plus Years of Experience
Self-Assessment
Develop practice
throughout year
Develop practice
throughout year
2 ClassroomObservations/Dialogues (Minimum)
PrincipalPrincipal
ContinueddevelopmentContinued
developmentPost-Interview
Conference
Summative Interview
TeacherTeacher
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Steps of the Process for ILT/Probationary
Self-Assessment
Develop practice
throughout year
Develop practice
throughout year
4 ClassroomObservations/Dialogues (Minimum)
PrincipalPrincipal
ContinueddevelopmentContinued
developmentPost-Interview
Conference
Summative Interview
ProbationaryILT/Mentor
ProbationaryILT/Mentor
Peer (notMentor!)
Peer (notMentor!)
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Howard, Barbara B. (2004)
Classroom Observation
Purpose: Data collection - not judgmentMay be conducted by principal or designee (assistant principal, department chair, curriculum coordinator, etc.)Should provide feedback to teacher on instructional presentation Should focus on appropriate performance dimensions of the matrix
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Howard, Barbara B. (2004)
Formal Classroom Observations:
Informal “walk-throughs” will also take place during the yearPre-observation conferences may be conducted but are not required For ILTs and Probationary: One observation by Peer who is not the teacher’s
mentor Three observations by administrators
For Career Status or Tenured Teachers: Two full classroom observations by administrator or
designee
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Howard, Barbara B. (2004)
Post-Observation Dialogue
Follows the observation as “part 2” so it occurs in the classroom Provides opportunity for teacher to explain more about the lessonProvides opportunity for evaluator to learn more about the context of the lesson (planning, curriculum, etc.)Observation/dialogue notes become part of the data to be considered at end of year (recent data)
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Howard, Barbara B. (2004)
Data Collection for Assessment of Teachers include:
Classroom observationsPost-Observation DialoguesArtifacts such as lesson plans, parent communications, parent logs, etc.Student achievement including student work samplesParent/student surveysTeacher recordsNon-instructional duties Summative Interview (final data collected)
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Howard, Barbara B. (2004)
Summative Interview
Mutually arranged time/dateHeld in teacher’s classroom or regularly assigned teaching areaStructured interview (questions designed to guide discussion)Teacher presents evidence of teachingScoring completed after all data is considered
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Howard, Barbara B. (2004)
Post-Interview Conference
Held within 10 working school days of the Summative InterviewProvides teacher with feedback
“THE EVIDENCE YOU PRESENTED INDICATES THAT THIS IS YOUR LEVEL OF TEACHING PERFORMANCE”
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Teacher Growth and Assessment
Individualized Professional Growth (IGP) for All Teachers and The Formative Phase for Experienced Teachers
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Howard, Barbara B. (2004)
Individual Growth Plans (IGPs)
Required of all NC teachers For ILTs, goals must be tied to INTASC standards All performance dimensions of matrix are tied to INTASC and NC Teaching Standards
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Howard, Barbara B. (2004)
Uses of Formative Evaluation
To provide structured professional development directly linked to the performance dimensions of the assessment matrix for Individual Growth Plans or IGPs required by stateTo guide the formative process for experienced, proficient teachers with tenure who are not currently engaging in the summative phase
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Howard, Barbara B. (2004)
What is Formative Teacher Evaluation?
A process of professional development Based on individual professional need (goals) Aligned with district/school goals Designed with improving student learning
opportunities in mind Designed to provide feedback to the teacher from
a variety of sources on the progress made toward achieving goals
In-depth engagement in targeted professional growth
Designed to encourage collaboration among teachers
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Howard, Barbara B. (2004)
Formative Teacher Evaluation is not…
A system of accountability for judging teacher performance!A burden in time and energy for teachers.Additional “paperwork”
None of us have time for that!
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Howard, Barbara B. (2004)
Pieces of the Puzzle
• Setting goals • Selecting resources for growth• Selecting sources of feedback• Evaluating impact on practice and students
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Howard, Barbara B. (2004)
Potential Resources
Workshops or training events Professional reading lists On-line courses or use of websites SEE Ask Erma www.serve.org/erma/Username: Name of District (ex., Lee)Password: serve
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Howard, Barbara B. (2004)
Potential Sources of Feedback
Professional portfolio shared with colleagues Peer coach Study Team Critical Friends Group
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Howard, Barbara B. (2004)
On-going input to administrator…
Email administrator as you complete each resource (workshop, etc.) with dates of completion Email a brief reflective statement or document on how your teaching practice has changed as a result of working on your goal(s) and the impact on your students at the end of the year