(Princeton, NJ: Educational Testing Service, 2000)

The 1970's philosophy was based on the Madeline Hunter model. That model relied on student achievement: norm-referenced, machine-scoreable, multiple-choice tests of fairly low level knowledge. Now, we are interested in more complex learning, in problem solving, in the application of knowledge to unfamiliar situations. Recent educational research, particularly on the nature of the brain and how it learns, has made it clear that we need new approaches to teaching, therefore, to the description and evaluation of teaching.

Teachers are now asked to demonstrate that their students are successfully achieving the state's content standards, or that they are teaching for understanding (rather than merely rote learning.)

The conception of learning and hence good teaching has gradually shifted from a behaviorist to a more constructivist view. Several factors prevent the full use of a rating scale to evaluate teaching. First in the culture of many schools, most teachers expect to get an outstanding. Limited administrator expertise, little shared understanding of what constitutes good teaching, low levels of trust between teachers and administrators lead to a culture of passivity and protection. By law or regulation, all schools have some formal procedure for evaluating teachers. The traditional approach, however, is no longer adequate. Since standards ask that students should know and be able to do certain things, districts have an obligation to ensure that their teachers are able to help students meet the higher standards. Student achievement must be part of the evaluation of teachers.

The movement to adopt content standards for student learning has its parallel in new approaches toward the evaluation of teaching. The purpose of evaluation is quality assurance and professional growth. A concern for professional development suggests a gentler more trusting relationship between teacher and the supervisor.

What do we believe good teaching looks like?
What are the processes and procedures that will best fit what we want our system to accomplish?

History

1970's Hunter model - learning styles (encouraged emphasis on teacher-centered, structured classrooms)
anticipatory set, statement of objectives, instructional input, modeling, checking for understanding guided practice and independent practice.

l980's teacher effectiveness

expectancy studies
discipline models
Hunter derivatives
effective schools research
cooperative learning
brain research

1990's critical thinking

content knowledge
content pedagogy
alternative assessment
multiple intelligence
collaborative learning
cognitive learning theory
constructivist classrooms
authentic pedagogy
engaged teaching and learning
teaching for understanding

2000's authentic pedagogy

engaged teaching and learning
teaching for understanding

In the l980's and l990's, educators felt increased pressure to help students attain more complex outcomes. They emphasized critical thinking, problem solving, lifelong learning, collaborative learning and deeper understanding. It entailed a shift from behaviorist perspectives to a view on learning derived from cognitive learning theory. More attention was give to the interplay among content, teacher, learner and context. The object was to achieve deep understanding.

Research indicates:

1. Importance and necessity for evaluation
2. Evaluation systems designed to support teacher growth and development through an emphasis on formative evaluation techniques produced higher levels of satisfaction and more thoughtful and reflective practice while still being able to satisfy accountability demands

Context for the next generation of evaluation practices:

1. Reform and Restructuring Initiatives - changing roles and collaborative decision-making, participatory management, team building consensus strategies and school improvement teams.
2. Increased understanding of how adults grow, develop and learn - the importance of adult professionals, active involvement in instructional improvement efforts, working within a culture of collaboration and access to positive reinforcement
3. Increased awareness of the importance and complexity of teaching - content pedagogy, authentic learning, engaged learning, collaborative learning and teaching more complex student outcomes. More data and more self reflection are necessary
4. Increased focus on the development of teacher expertise

Support site based initiatives
Model constructivist teaching
Teachers explore, question and debate to integrate new ideas into their repertoires
teachers must be intellectually engaged in their disciplines to teach for deep understanding
teacher evaluation to fit the different pedagogical stages that characterize teaching staffs and build evaluation programs that encourage the necessary differentiation

5. New understanding about staff development - draw on expertise of teachers and take differing degrees of experience into account, provide time and follow-up support for teachers to master new content
6. Reappraisal of traditional supervision practices and provide options for evaluation such as participating in peer coaching, conducting action research projects, developing portfolios, writing and carrying out self-directed professional development plans

There are many good examples to serve as models.

Lessons learned

1. Evaluation should be linked to mission o school district
2. Should be viewed as a continuing - staff should set up alternative forms of evaluation directed at enhancing instruction through formative techniques and when complete establish a new plan
3. New evaluation systems should emphasize student outcomes - Danielson's l996 book, Enhancing Professional Practice: a Framework for Teaching gives criteria. Making summative judgments of teachers based on student achievement remains problematic, but you can learn from how well students perform and incorporate that knowledge into the whole set of data obtained. You can work backwards from data from student achievement. The new systems of self directed inquires, the collaboration among peers or collections of evidence are linked to student learning goals and include measures of student learning. Measures are used to enhance teaching not to judge it.
4. There must be a commitment to allocating adequate resources to allow new systems to be successful 

Assessments - National Board for Professional Teaching Standards

The What - clear definition of exemplary practice - based on recent research on teaching and learning
The How - teachers should be able to demonstrate the criteria
Trained evaluators -

Chart from Danielson's components of professional practice:

Domain 1: Planning and Preparation

Demonstrate knowledge of content and pedagogy
Demonstrate knowledge of students
Select instructional goals
Demonstrate knowledge of resources
Design coherent instruction
Assessing student learning

Domain 2: Th classroom Environment

Create an environment of respect and rapport
Establish a culture for learning
Manage classroom procedures
Manage student behavior
Organize physical space

Domain 3: Instruction

Communicate clearly and accurately
Use questioning and discussion techniques
Engage students in learning
Provide feedback to students
Demonstrate flexibility and responsiveness

Domain 4: Professional responsibilities

Reflect on teaching
Maintain accurate records
Communicate with families
Contribute to the school and district
Grow and develop professionally
Show professionalism

The nature of professional learning

Reflection on practice
Collaboration
Self-assessment and self-directed inquiry
A community of learners

The role of formative assessment - example if someone observes a class and notes that the teacher used just low level questioning - this information would be essential to know to improve the questioning

The list of teaching skills should reflect current be3t knowledge about learning and what student must learn. Educators may list teaching skills at various levels. For example, INTASC identified l0 principles and 53 performance indicators. The NBPTS identified 5 key principles, which are then further elaborated in the standards for each the levels and disciplines for which assessments have been developed. EST's Praxis lll is build around the four domains and 19 criteria from Danielson's l996 Enhancing Professional Practice: A Framework for Teaching that organizes teacing into four domains and the 22 comp9nesnts listed above.

A set of teaching kills is incomplete unless it includes a description of differing levels of performance. 

Sources of Information

Planning and Preparation - sample unit plan, sample lesson plan, teaching artifacts

The classroom Environment - classroom observation, student surveys, parent surveys, teaching artifact, samples of student work, student surveys, parent surveys, classroom observation, interview

Instruction - classroom observation teaching artifact, samples of student work

Professional Responsibilities - interview, reflection form, attendance records, field trip records, pone logs, letters to parents, back to school night handouts, parent survey, phone calls from parents, logs of professional activities, copies of documents to which teacher has contributed with explanation of role, logs of professional goals and improved practice, copies of conference programs attended or at which presented, interview, feedback from colleagues

Pre observation form

1. Briefly describe the students n this class, including those with special needs.
2. What are the goals for the lesson? What do you want the students to learn?
3. Why are these goals suitable for this group of students?
4. How do these goals support the district's curriculum, state frameworks, and the content standards?
5. How do these goals relate to broader curriculum goals in the discipline as a whole or in other disciplines?
6. How do you plan to engage students in the content: What will you do: What will the students do?
7. What difficulties do students typically experience in this area, and how d you plan to anticipate these difficulties? What instructional materials or other resources, is any will you use?
8. How do you plan to assess student achievement of the goals? What procedure will you use?
9. How d you plan to use the results of the assessment?

Example of a reflection form

1. As I reflect on the lesson, to what extent were students productively engaged?
2. Did the students learn what I intended? Were my instructional goals met? How do I know?
3. Did I alter my goals or instructional plan as I taught the lesson? If so , why:
4. If I had the opportunity to teach this lesson again, what would I do differently? Why?
5. Provide several samples of student work on this assignment. This work should reflect the full range of student ability in your class and include feedback you provide to students on their papers