Reflection - Developing a Teacher Evaluation System
The expectations in the profession of teaching have changed dramatically in the last century as we move beyond simply "covering the curriculum" to ensuring that we are meeting the needs of all learners in our classrooms. Teachers are expected to have substantial knowledge and skills and be prepared to develop lesson plans and units that address the various learning styles of students in the classroom.
As administrators, it is our responsibility to be servant leaders, and provide our staff with a foundation of clear expectations and opportunities to continue as life long learners. An awareness of the state standards for teachers, supportive staff development, and a comprehensive mentoring program will ensure that we are providing the necessary support for success in our beginning teachers.
Just as our students are at various developmental levels in school, so are the teachers that service them. Providing personnel with a differentiated model of evaluation allows staff to take manageable steps in their professional continuum. There are many opportunities for teachers to continue to grow and become teacher leaders. The most effective are those opportunities that represent a cause beyond oneself such as: peer coaching, action research, and mentoring. Allowing advanced teachers to choose their professional growth plan helps to ensure commitment and genuine results.
School leaders are responsible for the success of all students. As administrators it is our job to recognize and assist those that are not moving forward in the profession. Providing direct assistance and support may be all that is needed for those staff members to once again, reflect the instructional programs and school climate that is conducive to student learning. Having a clear supervision model provides fairness and a clear action plan to follow, as well as offers ideas for professional growth.
Developing a comprehensive evaluation system requires a committed group of team leaders. Working with colleagues that have various areas of expertise added creativity and new dimension to our project. This type of project correlates perfectly with alternatives to teacher evaluation. As leaders, we grew in the areas of: active listening, reflection, collaboration and knowledge about differentiated supervision models and professional development. An additional opportunity for growth would be to take the model and share it with volunteer staff members in various special areas, and grades. Asking for feedback and following through to revise as needed recognizes the staff's input and may result in buy-in from more staff.
As I continue to explore supervision models for evaluation, I would like to pay particular attention to the mentoring programs available as well as the support opportunities for staff members on the assistance track. Although it may seem easy to assist a struggling staff member, I would like to strategize through some likely situations in order to be a positive influence in the staff member's willingness to grow.
A differentiated model of supervision supports my philosophy of providing teachers with avenues to explore learning. It is imperative to create a culture for all and one that values peer collaboration, clear expectations, and opportunity. Engaging teachers in meaningful, professional development and dialogue will continue to support a commitment of life long learning.
