Teacher evaluation

Evaluating process

In the international school I'm teaching, the teacher's evaluation is carried by the principal (formal evaluation) or teachers (informal evaluation).

The formal process has to be done at least once per year, and include several meetings with administrators to discuss how will be/ was the teacher's performance. 

There is an scheduled observation and a non scheduled observation per year. The administrator will follow the rubric of Charlotte Danielson's framework for teaching. Due to the extension of this evaluation system, the administrator will pick up 2 objectives for each domain, evaluating the las  one (domain 4: professional responsibilities) at the end of the year.

In case some teacher needs a feedback of his / her work, they can request the presence of the administrator in the classroom during the lesson. They will have a meeting after that observation to get some feedback about the objective or aspect he/she wanted to be evaluated.

Personal opinion

Coming from an educational system that don't evaluate their teachers I am pleasantly surprised how useful is that activity. For teachers is a good practice to set new goals each year, that will help them to improve on their teaching strategies and methods. For administrators also will be useful, it will help them to keep the learning quality level, and intervene in case that any teacher needs improve some aspects. The colleagues' feedback is very helpful also. This could be consider as a symbiotic practice; both teachers can learn (good and bad practices) and apply or modify them on their lessons.

Gradable aspects

Some important aspects that should be evaluated are:

• Preparation and knowledge of the teaching subject. It is very important to have a well developed lesson that cover all the contents that should be covered following a logical order and content related.

• Creating a positive and respectful environment that could make student's learning. This learning it is not just content related, they should also learn respect and partnership.

• Flexibility and meeting students needs. The teacher should adapt his/her lessons to the different student's needs.

• Teaching professionalism. The teacher has to show integrity and professional ethics. They also have to show commitment with school's values.

Pre-assessment for differentiation

Pre-assessment is very important since it will help us to differentiate instruction and meet all students’ needs. In high school is a very useful tool since the Science concepts are getting harder to understand and keep them in your mind. A quick review of concepts that should be at least heard on previous years will help teachers to know the class level and for students to know what the lesson will be about.

Pre- assessment should be handled carefully. High schoolers tend to take very seriously test and quizzes, so you have to be sure that they know that this won’t be taken into consideration for grading the unit, it will be just one tool to monitor progress.

For this unit, I create a quiz on kahoot!. This is a very useful tool that I can see it used by many teachers in the school I am currently working. I will give some pieces of papers to students and they will write down the answers. There are others apps that can collect the answers by internet, but in that cases students can have access to internet and look for the information, so the data collected by this assessment will be worthless.

The link to my pre-assessment for that lesson is:    https://play.kahoot.it/#/k/a8949be3-580d-4478-b090-c78e04dfb0ef

This unit will have an assessment for almost each of the objectives. In all the lessons the formative assessment will be class work observation and group activities for each lesson. Summative assessment will be the final project.

Some of the formative assessment are:

• Make a glossary with the main concepts and definitions
• Short answers worksheets
• Group discussion

After analysing the pre-assessment results I will plan some differentiated activities. Let’s take the following results as the ones obtained on the kahoot! quiz:

• 5 students who answer all the questions correctly
• 12 students who have some knowledge about the content but need to develop thinking skills
• 5 students who have limited knowledge about the topic

In the following chart you can see some of the differentiated instructions that will be implemented according to the pre- assessment results. You can access clicking on the following link:

https://www.lucidchart.com/documents/view/48a17b8b-a859-4b82-a7c6-de39de2f7d88

The students who answer all the questions correctly will have more responsibilities in the group work as well as the option to answer the extra question in the final test for the unit. This is a strategy to help students to reach higher marks and do not be so stressed on the test day.

Students who need to develop their thinking skills will be the responsibles of that part on the group project. They do not have to do all the work, just develop it and listen to peers' suggestions. They need to connect all the concepts they know by using these skills.

Finally, the students who are struggling with the concepts asked in the pre-assessment will be monitored closely by the homeroom teacher or the LS teacher in case it is neccessary. For that students will be very helpful the office hours, which are three after school blocks that teachers can solve students' doubts. His main responsibility during group work will be collect data. Doing this part of the project students can interact with group peers and ask questions about their doubts related with their misconceptions or lack of prior knowledge about the homeostasis.

High stakes assessments

There is a huge debate about if high-stakes tests are worthy and reliable for students to check their knowledge.

Each educational expert has his own opinion, but according to the results of studies and pools carried by different organizations and in different places it seems that there is not consensus about this issue.

Different sources I consulted agreed on one point: more research is needed to come up with a realistic conclusion about the effectiveness of high-stakes test.

Many people in the US agreed that standard test are a good tool to measure students' progress, but teachers should also have this type of evaluation to check their teaching performance.

One of the main concerns are the amount of testing and the effects that tests have on students' learning. Generally the idea of having a single test to evaluate students' knowledge is not well accepted since this measure can not let us know the reality of the learning process of each student. 

Stress and anxiety are the main factor that can interfere in the results of the test, do not let us know the real learning achievement that each student has.

A study from Education week affirms that there is a positive relationship between high stake test and a higher achievement. This study shows that implement an standard based program has been associated with a knowledge increment, especially in the math area. To obtain reliable results, the person responsible of the test has to take in consideration the impact of the test in all social groups and the accommodations that some students may required (LS and ESL).

Teaching to a test

Is teaching to a test a good method to increase students' learning? Some experts state that teaching to a test, always you teach according to a good curriculum can be very positive to students. On the other hand, if the curriculum is not well organized and it just cover the aspect that can appear on the test, it will be a waste of time since students will just memorize the content for the test.

As an assistant I observed how the majority of teachers do not have several test, but they measure students' progress by some questions or projects before the final test for the unit. It is a practice that can let them know which students' performance are and act according to the results. The lessons are planned according to the standards, but each teacher can add some aspects if they think that could be interesting for the students. 

In conclusion, we can say that the teaching strategy (teach for the test or not) will be positive or negative depending on many factors being the most important the curriculum that the teacher follows (if it is a complete and well develop and organized one or not).

References

High-stakes testing and effects on instruction: Research review (nd). Retrieved November 15,2015 from http://www.centerforpubliceducation.org/Main-Menu/Instruction/High-stakes-testing-and-effects-on-instruction-At-a-glance/High-stakes-testing-and-effects-on-instruction-Research-review.html

Appropiate used of High-Stakes testing in our Nation's schools. (nd). Retrieved November 15,2015 from http://www.apa.org/pubs/info/brochures/testing.aspx

National centre for education statistics (nd). Retrieved November 15,2015 from https://nces.ed.gov/fastfacts/display.asp?id=1

Formative assessments

The objective is: Express and analyze information using research poster related with homeostasis

A formative assessment to evaluate if students are understanding this part of the unit can be:

• After explaining the parts and the distribution of a Science poster, I will ask students to make a draft indicating the names of the parts that should be covered in a good poster.This draft doesn’t need to have information related with the content, it just to make sure the students know the structure; title, author, abstract, method and procedures, result, conclusion and resources consulted. The design of that information depends on the author, but it has to be coherent and well organized.

•  Students will seat in groups of three and I will give each group a poster related with homeostasis. They will have to evaluate it; they have to analyze structure and content. After 30-40 minutes, they will have to make a brief resume about which parts of the poster they like the most and which ones the least. I will ask them a question related with the content of the poster to check if they can analyze the information and get the main idea.

Understanding and Applying Standards

Planning the lessons that you are going to teach is one of the most important parts of the proccess, that's why standards are so important, since they are a guide that help you know what exactly you should teach your students.

The first time I looked the standards, they were a bit complicated and confused for me, but, after unpacking them everything became easier. Usually the standards are long sentences, that can be easily understood if you break them into small parts. It is also very useful to highlight the verbs, that are the actions that the students need to be able to do at the end of the lessons. The nouns help you to know where this actions should be directed. I think that the mission of unpack a standard is to make the teacher understand what is the learning goal for this unit.

Once you know what you have to teach, you need to plan how you will do it. That's when backwards mapping comes into action. You know what is the goal, but now you have to figure out how are you going to teach the standard. It is in this part when you create the objectives, the activities and at the end the assessment to check if your students have learnt all the concepts that you have taught. Using this strategy help me so much to find the way to teach, in my case, homeostasis. This concept could be divided into several lessons, with interesting activities that catch the students' attention, helping them to learn the concepts. There is a lot of information in this unit, and could be overwhelming for students and teachers if you give all the information in a non well organize sequence.

The third part of the process is to create a SMART objective, which indicates us the concepts the students should learnt by the end of the lesson. This objectives have to be specific and measurable. Once you develop the activities you want to do through the unit, it's easier to determinate this objectives, since you know the skills the students will need to use to meet the standard.

In conclusion, this unit help me to feel more confident about the standards and how to implement them in the lessons that I will be teaching very soon.

Standards and Backwards Mapping

I will use backwards mapping on the Standard HS-LS 1-3 for the subject  Biology at High School.

The standard is:

"Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis." 

This Standard can be founded in Next Generation Science Standards (NGSS) and it's currently used at AISJ, the school in which I am working.

This standard can be easily broke into a few lessons with several experimental activities which can help the students to develop critical thinking, creativity and group working skills. Students can have fun and learn by observing the results of their hypothesis and experiments.

The proficiencies that the students should have after learn this unit are:

1. Define the concept of homeostasis and positive/negative feedback.
2. Outline the consequences of a disturbance in homeostasis of an organism.
3. Express and perform information using charts or scientific posters.

The assessments proposed to make sure the students will meet the standard after this unit are:

Concept test

All the students have to know the meaning of the different processes that take place for the maintenance of the stability in a body. Without mastering this key concepts students will not be able to perform any of the future activities, since they will have to manage them easily. 

Study cases worksheets

The students, organized by groups, have to predict how the body will react towards some situations explained in a worksheet. This worksheet will be specific of one of the three processes taught in the unit; heart rate, glucose concentration or temperature. The teacher will monitor the groups and listen their hypothesis and how they work as a group.

Final project: design a experiment, do it and present it

Organized by groups, the students will have to develop a project to explain how one of the three processes mentioned above, change and why. They will have to make the experiments they consider and collect the data. At the end they will have to use this data to make a class presentation, which will be evaluated as a final assignment.

The activities or projects that students will do in order to meet the standard could be:

• Create a glossary of the most important concepts for the unit. This concepts should include  the new words such as homeostasis or feedback, as well as other words previously used, like endocrine system, hormone, etc.

• After explaining how work the three different mechanisms of homeostasis for this unit (heart rate, glucose concentration and body temperature) discuss in group some activities in your daily life in which you can observe them. Have a brainstorming for different situations how them work. To conclude with this lesson, divide the classroom in groups and give them a study case that they have to explain as a group (assessment 2).

• Use real research papers and posters as well as graphics to perform a science experiment. After explaining the different steps to develop a science project, organize the students in groups and assign them a homeostatic process; they have to complete all the parts of a research and at the end present it to the rest of the classroom.

Applying Classroom Rules and Procedures

When and how students should have a positive reinforcement? And if they misbehave, should I say something to them? How?

We know that positive reinforcement is a teaching technique that should be applied, but when and how? We have to take in consideration a few aspects:

• Elementary it's different from middle school or high school. This two (MS & HS) could share a few similarities, but elementary it's a bit different
• Positive reinforcement should be done to all the students in the classroom not only to a few ones, that could create conflicts between students

In elementary it's a good option to say thank you to a student or the whole classroom when they do a positive action like cleaning up after a break or leave the homework in their place at the beginning of the day. In these cases you can say " Thank you guys for cleaning the room up so quietly" or " Thank you guys for leaving your homeworks in the box, I can start grading them now" This positive comments will make the children know what type of behavior or actions are good from the ones that are negative to themselves or the classroom in general. If a student makes a positive action you can express your gratitude to him/her in front of the class or during circle time, so the rest of the class can identify the action as a good one to copy in the future.

In middle school it supposed that students know the basic rules they have to follow in the classroom with peers and teachers. However, it's also good to encourage them to keep acting this way with simply comments like " thank you for being so responsible" when they give you their notebooks for grading an activity. I think that at this ages the most important part is the academic and personal interactions. For example, there is a girl in 6th grade that hates to presents her work in front of the classroom. The teacher always encourage her to read her stories or reports (it's an English class) and by the end of her presentation always said to her " thank you for sharing it. I'm so happy that you are always trying to get over your fear of speaking in public, you're improving a lot!" This girl is everyday less shy and really improving her presentations.

If the teacher feels that the comment could make the student feel embarrassed, she should wait until the end of the classroom and tell it personally to the student. A e-mail to the student's parents is also appreciated by children.

These are some of the options you can choose as a positive reinforcement.

What's about misbehavior, WHEN and HOW deal with it in the classroom?

Misbehavior couldn't interrupt constantly your lessons, so the first option should be always getting close to the student(s) who are acting inappropriately in order to make them stop doing it.

Teachers have to set some rules at the beginning of the year, and make sure that all students know them. At first the teacher could be a bit more permissive since they are adjusting to the new classroom and environment, but after two weeks these rules have to be respected always, if not, there will be consequences. 

If the situation in not safe for the students you must stop your lesson and intervene. For example, a student is playing with the scissors and throwing them. He/She can hurt himself or other student, so you should stop what you are doing and ask the student to stop doing this, show him and the rest of the class that this could be dangerous and someone could be injured. If the student is doing on purpose, you have to send a e-mail to home and probably send the student with the principal or counselor (or the person in charge of misbehaved students).

Other strategies you can use to make those students who are not paying attention is the Teach like a champion technique "No opt out" to catch the student's attention back to your explanation. You can also set a color system; that means that when a student is misbehaving or even the whole class is not behaving properly, you can give them a yellow card. This card means that they have their first warning, the next one will be the red card, and this will have bad consequences for them. One of these consequences could be have less points on the next assignment, spend recess in the classroom or an e-mail to home explaining the situation.

This chart can be used to solve some little conflicts in the classroom:

To sum up, positive reinforcement is necessary in a classroom, since it will help students to discern the positive behaviors from the negative ones, but, it's also important to try to keep a good environment in the classroom avoiding the uncomfortable situations, trying to solve them as smoothly as possible.