Re-evaluate your perspective on teacher evaluation to truly transform school performance!
The tools, strategies, and reflections in this book provide realistic solutions to the problem faced by many schools: meaningless evaluation. A considerable amount of time, energy, and money is spent on the teacher evaluation process, yet the question remains whether it is truly transforming the learning of teachers and, therefore, students.
This practical guide shows how evaluation can become the tie that binds all school improvement activities together to:
- Bring clarity and purpose to all educators making their roles more effective
- Improve teacher practice since they receive better support
- Increase student achievement and overall school culture
‘For years, building leaders have been agonizing over teacher evaluations, pouring countless hours into a practice that consistently fails to produce the desired result; more meaningful conversations that produce improved quality instructional practices and increases in student achievement. In his book, Making Evaluation Meaningful, PJ Caposey shares a step by step framework filled with quick & easy to follow ‘Tips for Tomorrow, ‘ as well as detailed examples to help you shift your mindset and behave yourself to a more effective instructional leader. This book will leave you questioning your own evaluation system while at the same time inspiring you to re-commit the time and resources needed to help grow and develop your teachers.’
—Jimmy Casas, Principal and CEO
‘ PJ Caposey, through a practitioner lens, has developed an incredible guide that not only helps to demystify the evaluation process, but also provide ready-to- use strategies to ensure reflection and growth are the result. In the end evaluation must be meaningful for both parties. This book will help get you there.’
—Eric Sheninger, Author/Consultant, Senior Fellow/Thought Leader
‘PJ Caposey has developed a great resource on teacher evaluation that actually provides realistic, encouraging, and supportive guidance instead of an arbitrary checklist!’
—Larry Ferlazzo, Teacher, Author and Education Week Teacher advice blogger
Luther Burbank High School, Sacramento, CA
Зміст
ForewordPreface
Acknowledgments
About the Author
Introduction
Being an Effective Instructional Leader Takes Practice
Learn From Mistakes
Rethink Established Theories
Don’t Neglect the Why and How
Focus on the Goal: Improving Practice
1. Realize Evaluation Undoubtedly Impacts Culture
Cultural Impact of Evaluation
Changes
2. Master the Technical Elements of the Tool
Close Reading
Time in Classrooms
Understanding of Best Practice
Creating a Crosswalk
Suggestion for Improvement Bank
Staying Current With Trends
3. Leverage the Opportunity Presented at a Pre-conference
Typical Pre-conference Experience
Pre-conference Versus Job Interview
Meaningful Pre-conference Questions
Framework Alignment
When a Pre-conference Goes Wrong
Re-recruitment
4. Possess a Game Plan for Every Observation
Three Typical Observational Practices
The Hybrid Solution
Reflective Conference Impact
5. Create a Process for Self-Reflection
Self-Assessment Dos and Don’ts
Guided Practice
Understand Evaluator Fear of Self-Assessment
Auxiliary Benefits
Evaluator Self-Assessment
6. Be Cognizant of the Questions Driving Effective Evaluation
Driving Questions
Are Suggestions for Improvement Present Across All Domains and Do They Exist for Components Rated Proficient as Well as Needs Improvement or Unsatisfactory?
Are the Suggestions Provided Research Based and Grade and Content Appropriate for Each Teacher?
Does Feedback Link District Initiatives and Goals to Individual Teacher Performance?
Does the Administrator Explain the Why and How Behind Suggestions for Improvement?
Do Themes or Tendencies Emerge?
Is There Evidence of Framework Mastery for the Evaluator?
Is the Tone and Type of Language (Direct and Indirect) the Same Across All Evaluation Summaries?
Does the Evaluator Provide Context and an Understanding of the Personal and Professional Growth of the Teacher?
Does the Evaluator Provide Concrete Goals for Future Performance Outlined With Accountability Measures?
Does the Evaluator Communicate as if They Mutually Own the Future Growth of the Teacher?
Is Feedback Provided in a Consistent and Easy-to-Understand Manner?
7. The Reflective Conference
Fight Climbing the Ladder of Inference
Talk Less Than the Teacher
To Serve, Not to Convince
Questions Without Answers
The Answer Is Within Them
Schedules Match Priorities
Establish Goal Areas
Tips for Success for All Types of Reflective Conferences
8. Communicate for Teachers, Not to Them
Effective Feedback Strategies
9. Personalized Professional Development: Mutually Own Future Growth
Establishing a Personalized Professional Development Plan for Teachers
What Happens if I Am Not an Expert in This Area?
Conclusion (and a Note to Superintendents)
A Note to Superintendents
Resource: Suggestions-for-Improvement Bank
References
Index