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Role Group Strategies
Community
Promote teacher evaluation systems that are based on standards of professional teaching and designed to enhance a teacherís knowledge and skills.
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Education Update: New Goals for Teacher Evaluation
Mann, L. (1999, March). Education Update, 41(2).
http://www.ascd.org/publications/ed_update/199903/mann.html
This article outlines a process of teacher evaluation known as Collaborative Peer Review and profiles its implementation in Californiaís Vine Hill Elementary School. Comprised of team evaluations and observations completed by teachers, this process is more meaningful for teachers because of its connection to actual practice. The article also includes a description of teacher portfolios as a tool for evaluation and teacher observations.
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Portfolios help Teachers Reflect on What Makes Good Teaching
Delisio, E. (2000, November 21). Education World.
http://www.educationworld.com/a_admin/admin/admin201.shtml
Many states are moving to a portfolio system of evaluation for new teachers, which are believed to give schools a more accurate picture of a teacherís strengths and weaknesses and to help teachers learn to reflect on their practice. This article outlines Connecticutís portfolio program, identified as one of the nationís most comprehensive, and includes interviews with teachers who have worked through the process and those who have scored portfolios.
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Professional Evaluation: Professional Growth Plans Offer Alternative to Teacher Checklists
Barkley, S.G., and Cohn, R. (1999, September). American Association of School Administrators
http://www.aasa.org/publications/sa/1999_09/foc_barkley.htm
Traditionally, teacher evaluation has consisted of one or two brief classroom observations per year, which do little to increase a teacherís ability as a skilled practitioner. This article examines an innovative approach to teacher evaluation used in Bethpage, NY which allows experienced teachers to select from four alternative evaluation models: peer coaching teams, action research, personal growth plans, or portfolios.
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Wisconsin Standards-based Teacher Evaluation and Compensation Resources
Consortium for Policy Research in Education.
http://www.wcer.wisc.edu/cpre/tcomp/research/standards
/district/studies.asp
This website provides access to case studies of school districts in Minnesota, Virginia, and Nevada that have implemented standards-based teacher evaluation systems and papers investigating the relationship between standards-based evaluation scores and student learning.
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Core Standards for Teachers in North Carolina
The North Carolina Professional Teaching Standards Commission. (1999).
http://www.ncptsc.org/EveryTeacher.htm
The state of North Carolina, working with administrators, policymakers, teachers and parents, developed a set of core standards for professional teaching practice based on the work of the National Board for Professional Teaching Standards and the Interstate New Teacher Assessment and Support Consortium. This website describes the six standards that should be used by schools and districts to guide teacher evaluation and professional development.
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INTASC Standards Development
Council of Chief State School Officers
http://www.ccsso.org/projects/Interstate_New_Teacher_Assess
ment_and_Support_Consortium/Projects/Standards_Development/
The Interstate New Teacher Assessment and Support Consortium was established in the early 1990ís by the Council of Chief State School Officers to help define standards of professional teaching practice. This website displays the standards defined by INTASC for teachers in nine different areas of education. These standards provide a foundational understanding of what good teachers should know and be able to do.
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Teachers Observing Teachers: A Professional Development Tool for Every School
Israel, M. (2003, February 4). Education World
http://www.educationworld.com/a_admin/admin/admin297.shtml
This article explains the benefits of having teachers observe other teachers, not to evaluate performance, but to provide professional development and encourage growth.
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Community
Promote National Board Certification as a method of teacher evaluation and professional growth.
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Virginia School Sees Board-Certified Teachers As Key to Turnaround
Archer, J. (2001, May 30). Education Week.
http://www.edweek.org/ew/ewstory.cfm?slug=38leadboard.h20&keywords=Fairfax
This article describes how National Board Certified Teachers in one Virginia school are taking on leadership roles by providing professional training for their colleagues. The school aims to become a model of how National Board Certified Teachers can help an entire school improve student learning.
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Better Assessment for Better Teaching
Castor, B. (2002, December 11). Education Week
http://www.edweek.org/ew/ewstory.cfm?slug=15castor.h22&
keywords=national%20board%20certification
This article from Education Week examines of many of the weaknesses standard teacher evaluation systems and describes the benefits of encouraging teachers to earn certification from the National Board for Professional Teaching Standards as a method of improving teaching quality and student learning.
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NBPTS: Building better teachers
Starr, L. (2004, April). Education World.
http://www.educationworld.com/a_issues/chat/chat100.shtml
This Education World interview with Joseph A. Aguerrebere Jr., President of the National Board for Professional Teaching Standards, outlines the process of board certification, as well as the benefits for teachers and students. It is a brief and informative look at the potential that board certification has for changing teaching and learning in America.
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Supporting National Board Certification: Business and Community Member
National Board for Professional Teaching Standards
http://www.nbpts.org/iam/leader.cfm
This article from the National Board for Professional Teaching Standards introduces business and community members to the process of Board Certification. It includes a description of the National Board Certification process, an opportunity to invite a teacher to pursue certification, and a list of suggestions for how businesses and community members can support Board Certification.
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Supporting National Board Certification: Parents
National Board for Professional Teaching Standards
http://www.nbpts.org/iam/parent.cfm
This article from the National Board for Professional Teaching Standards introduces Board Certification to parents. It includes a description of the National Board Certification process, a link to a resource that allows parents to investigate their individual schoolís strengths and weaknesses, and an opportunity to invite a teacher to pursue board certification.
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Community
Engage policymakers in conversations related to the development of teacher evaluation systems that are based on student learning and designed to enhance a teacherís knowledge and skills.
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ASCD Capwiz Advocacy Toolkit
Association for Supervision and Curriculum Development. (2004).
http://capwiz.com/ascd/home/
These pages help those interested in education reform become involved in the policy-making process. The site provides links to elected officials, tracks current issues and legislation, and highlights important elections and candidates. It also includes a feature that identifies the major media outlets serving every zip code and allows users to send an advocacy email directly from this site.
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Making the Connection: A Guide to Involving Policymakers in a Community Dialogue on Education
Southwest Educational Development Laboratory
http://www.sedl.org/pubs/policy93/policy93.pdf
Engaging policymakers in dialogue on education is a practical action step that communities can take to influence school reform. This resource provides step by step instructions on engaging policymakers in dialogue on education issues. The authors provide a description of different roles for participants, advice on how to make the most of participation both during and after the dialogue, and a recruiting planner to assist in inviting policymakers to the discussion.
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Calling the Role: Study Circles for Better Schools
Pan, D.T. and Mutchler, S.E. (2000).
The Southwest Educational Development Laboratory (SEDL)
http://www.sedl.org/pubs/policy96/callingrole.pdf
Engaging policymakers in conversations with community members related to school issues is critical for communities interested in school reform. Many have advocated for the implementation of community study circles as a strategy for engagement. This policy research report discusses the potential of the study circles method to enhance communication between policymakers and the community. The authors describe SEDL's implementation of the study circles model in their "Calling the Role" program, review literature pertaining to deliberative dialogues, and discuss policymakers' perceptions of the process.
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