My burning question for my blogging friends, is "How honest are administrators in the Teacher Evaluation Process?" This is my third year in the AP position, and my third year to do teacher evaluations. My school implemented TKES the year I became an AP, therefore, I do not have the experience of being evaluated as a teacher through the Teacher Effectiveness Standards, which is very different than being evaluated through the Leader Effectiveness Standards. My woe in this process is that, because of our paradigms and work place culture, teachers see a "Needs Development" rating as unacceptable, distressful, heart-breaking, and a complete and personal blow to them personally. While we have done a good job of explaining to teachers that Proficient is good a Needs Development is constructive, and Exemplary is rare, they still cry (literally) when they do not receive Exemplary ratings. I can show/share the rubrics, ask them what have they done to lead others in that area, and tell them that Proficient is OK! They don't often hear me and seem to take any constructive criticism, even with the offering of specific supports as a personal failure. Due to all of this possible misery, I sometimes proffer a Proficient with an area of growth comment, or I might not choose to even score that area at all to avoid the possible ramifications of the dreaded "Needs Development." I don't think I am the only one having these same kind of problems. An area superintendent even shared with me that leaders are generally evaluating MOST teachers consistently with Proficient, even when they truly are not. I know that this process is aimed at effecting positive change to better teacher craft and grow highly effective teachers for every classroom. I believe in the process, but I so find it difficult to truly use it as it is meant to be used. Please let me know your thoughts, if similar or if different regarding this process! Why is the social culture of OUR workplace (school) so much different than the social culture of a corporate workplace?
Graduation/Promotion Task Force at Hampton High School
Hampton High School being in it's second year of existence added a senior class this year and it has been found that many students eligible to graduate this year are in need of more than 8 credits which could be earned in the fall and spring semesters. I have been tasked by my principal to lead a task force that will identify these eligible students and put into place strategies that will allow them to earn the additional credits and graduate this year. Working with our lead counselor, graduation coach, department chairs, and other members of the administrative team students have been identified. At our second meeting the task force used a variety of data to identify factors that have led to students falling behind credit wise on their path to graduation. These factors could be; academic, behavioral, attendance, or a variety of all three. As the year progresses the graduation/promotion task force will be identifying underclassmen that are in danger of not being ...
Lisa what a great question! I understand your angst although I am not an evaluator. Seeing that I am still a classroom teacher and I am being evaluated under TKES I believe the following are a few reasons teachers have a "meltdown" when being evaluated 1)evaluation being completed on one "snapshot" of a lesson, 2)evaluator is not versed in content, and/or 3) observation is based on "room for growth" versus "current observation". Let me expound on point number three. In this profession and others we feel if an exemplar is given an individual will not have room for growth. However, I see it as if what you are observing is exemplar, an exemplar should be given. Don't worry about next year. Let next year handle itself. If that teacher is not on point next year, their observation should reflect that rating at that time. Suggestions that may help is 1)friendly reminders/trainings to staff about what needs to be observed for exemplars, 2)checklist for teacher to self check themselves....is my lesson proficient, exemplar, or do I need to go back to the drawing board (ask staff to video themselves once a year), and/or 3) a conversation with teachers on what was observed before being placed in "black and white" (Most teachers want to fix an issue before it's placed in writing. After all this document follows us wherever we go.)
ReplyDeleteAt the end of the day, teachers do not like being underachievers. We attempt to give our best. If told what to do and how the rules are going to be played, we rise to the occasion. I'm sure you're doing a great job. You have a tough job. If it were easy some one else would be doing it. Stay encouraged!
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ReplyDeleteNicole,
ReplyDeleteThank you so much for your insight and specific teacher views and feelings of the evaluation process. I will definitely use some of your suggestions in my conversations with teachers. I always offer help and support in areas that they seem to need help in, and your ideas will further help me decide how to best support teachers.
In my fifth year as an assistant principal I still stick with the adage of one of my professors, "You have to care enough to confront." This works on both ends when aiding a struggling teacher but also providing an exceptional teacher with feedback that allows for continued growth. A teacher who is not doing what is expected in the classroom and professionally must be addressed quickly before other teachers feel that can become the norm in a school building.
ReplyDeleteThe insight from these posts has been extremely helpful! I don't evaluate other teachers, but I honestly dread that day when I do because I know what I can expect. I don't like the idea of having to use a system that doesn't accomplish what it was designed for (to improve the quality of instruction and increase student achievement), and if it's not being used with fidelity and integrity, then it cannot and will not. I'm glad you ended with the question about school culture differing from the corporate culture. That could be the Pandora's Box of education, but it's never fully opened and all of the questions/issues addressed. Some people and groups, including law makers, think of and treat education in terms of corporate business, but only where it's convenient. It's interesting to compare how educators are perceived in other countries, how the field is genuinely respected as a profession and teachers are revered as professionals. I'm sure evaluators in those places don't feel that they have to lie on evaluations, because the expectations are clear, and high, and teachers are actually empowered to achieve them. I think the main difference is this: we set high expectations for teachers, but in most cases it's lip service. They are either not really empowered and respected as professionals, or in others cases, because of political correctness or our sensitivity as a society, we are not allowed to offend anyone by suggesting that there's room for growth/improvement.
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