Not exact matches
Traditionally, teacher evaluation systems relied heavily on classroom
observations conducted by
principals or other school administrators, sometimes with the help of
rubrics or checklists.
Principals can be effective at identifying high - and low - performing teachers (see «When
Principals Rate Teachers,» research, Spring 2006), and while all
observation rubrics may not be perfectly aligned with student growth, they can be applied to all teachers — not just those in tested grades and subjects.
Further complicating matters, the city's quality review
rubric isn't one of the state's permitted models for
principal observations.
The state also simplified the
rubric for classroom
observations, reducing the number of points
principals track in
observations and cutting one rating level for teachers, creating four options from «ineffective,» to «highly effective.»
Baseline distributions of ratings of the MATCH
observation rubric's Achievement of Lesson Aim and Behavioral Climate, and
principal survey Overall Effectiveness Composite.
This
observation rubric can be used by School Leader Managers to provide feedback on a School Leader's development of his / her Assistant
Principals.
School districts are equipping
principals with specialized training to conduct classroom
observations based on evidence, not gut feelings, using standards - based
rubrics, not... Read more»
Principals can model assessment literacy to help teachers learn effective assessment practices by using classroom
observation rubrics to: