But they need to be based on several central tenets, including that half the grade be based on increased and
structured classroom observations and the other half based on student achievement, measured by both standardized test scores and other tools.
In the research reported here, we study one approach to teacher evaluation: practice - based assessment that relies on multiple, highly
structured classroom observations conducted by experienced peer teachers and administrators.
We examine a unique intervention in Chicago Public Schools (CPS) to uncover the causal impact on school performance of an evaluation system based on highly
structured classroom observations of teacher practice.
All teachers were evaluated by five
structured classroom observations aligned to the district's Teaching and Learning Framework, which defined domains of effective instruction, such as leading well - organized, objective - driven lessons; checking for student understanding; explaining content clearly; and maximizing instructional time.
Not exact matches
Consensus needs to be reached on the focus of the
observation (teacher, students or both), the frequency and duration of
observations, the
structure of pre - and post-
observation meetings, who is going to own and control these data (critical with video recordings), and last, but certainly not least, the
classroom observation guide to be used.
One PLT, for example, provided a
structure for teachers to conduct
classroom observations and collect information about math discourse among students.
Front matter, including Table of Contents and Preface Introduction: The School Zone SECTION ONE: FOUNDATIONS Chapter One Time to Learn Chapter Two Time, Growth, and Learning Chapter Three Using Time Wisely SECTION TWO:
OBSERVATIONS Chapter Four Floating on the Surface in Seventh Grade Chapter Five On Your Mark, Get Set... Seven Years Old in First Grade Chapter Six Working to Be «All There at Once» SECTION THREE: TRANSFORMATIONS Chapter Seven Changing School Time Chapter Eight Changing the
Structure of Time in
Classrooms Chapter Nine Changing the Use of Time in
Classrooms Chapter Ten Time to Teach Afterword: Heros in the Classroom Appendix A: Standards Appendix B: The Responsive Classroom ® Notes References Acknowledgments Index About the Author Northeast Foundation for Children, 1999, 336 pages, paper ISBN: 1 -892989-01-8
Many states are adopting teacher evaluations and pay
structures tied to student test - score data rather than years of experience, degrees, and
classroom observations.
The following data were collected at each school:
structured interviews of approximately an hour for each building principal and five to seven early reading program staff; school and
classroom observations of approximately 12 hours per school; field notes from
observations and informal conversations with school staff; and selected artifacts from the early reading programs.
Spend three days per week in the
classroom, building up to independent teaching through a
structured programme of
observation, advice and feedback delivered by school - based education experts.
Using examples from
classroom teachers with whom she has worked, Collay describes four dimensions of powerful
classroom - based leadership: (1) teaching well by drawing on professional knowledge to respond to the complex relationship challenges that affect learning; (2) finding creative ways to collaborate with both colleagues and parents; (3) conducting
classroom - based inquiry, both through informal
observation and through formal,
structured research; and (4) using partnerships with outside organizations to support student learning.
Brief forms of the Teaching Pyramid Infant Toddler Observation Scale (TPITOS) and the Teaching Pyramid Observation Tool can help consultants
structure observations and provide specific feedback to teachers on improving the social emotional climate in their
classrooms.