John R. Jones and Misty Henry report: "Today, schools are under tremendous pressure to improve student achievement and sometimes at the expense of failing to help teachers get better at instruction. It seems the emphasis is placed on lack of student achievement and not on its remedy."
Authors Art Costa and Bena Kallick tell us, "When considering teacher quality, we are concerned about whether the teacher has the more enduring habits that will serve them well as they continue to learn, grow and respond positively to change."
Whether evaluating teachers or students, making what matters clear is essential. Even when a rubric or checklist attempts to make things well defined, communication and understanding can be elusive.
In an industry as large as public education and where learning is our business, one might think we'd lead the way in measures of accountability. But we are not.
How many can say that through the observation and evaluation process teaching and learning has improved and students were the beneficiaries?
When encouragement and support are the partners of observation and evaluation, the process is worth the time it take.
Evaluation is intended to serve two masters: one is accountability and the other is professional development. 3 ways to shift thinking and practice.
In formal/academic learning what often gets in the way, for children and professionals, is the lack of time and effort given to understanding and agreeing to the objectives and standards to which we are striving.
There is no evidence to indicate that a process intended to evaluate by placing a word or number on the actions of another is effective in developing capacity or changing practice.
Spring testing season has arrived and, the tug of war about the tests continues. The charges made against the tests, in general, boil down to 6 essentials.
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