With that in mind, I want to be a bit ahead of the curve in thinking about that process.
Massachusetts is employing a new evaluation system. It's a cumbersome process at present, and it's questionable whether the resources are in place to carry out the process with best effect. The process, however, is an attempt to be inclusive rather than exclusive and the process criteria reflects best practice and research. In a sense, it's a holistic evaluation process.
My thought is to streamline and pattern the actual paperwork and activity of the process so that the process itself doesn't take away from optimal teaching efforts, and instead supports those efforts.
Yet, what about the addition of standardized testing with regard to that process? If it's coming, let's address that with thoughtful reaction. As one who is a fan of streamlined data that informs, in part, student response, here are my thoughts about adding data.
- Identify and choose data points that you currently use which are valid, streamlined, targeted and effective with regard to moving students forward. If data points don't exist, make time ahead to work with your team to create streamlined, effective data points that don't take over teaching, but instead inform skill work and specific teaching points. Make sure your choices line up with the upcoming new State assessments--PARCC for MA.
- Organize data systems so that initial data is tied as closely as possible to start-of-school dates and following data points are scheduled at effective intervals giving the learning community (families, teachers, administrators) a chance to teach well and target response to gain growth. Lack of communication and messy system of data dates and process will interfere with results.
- Teachers should create charts at the start of school that list data points, student profile notes and support. Then teachers will have to keep track of the supports in place as supports not met will interfere with progress at no fault of the teacher.
- Efforts to develop student skill and knowledge will also need to be documented so a teacher can show his/her efforts in that regard. I recommend that teachers create online charts, blogs or documents that chart their efforts and results throughout the year--this work can serve as evidence for their teaching portfolios and evaluations too.
- Keep track of time ratios and in-school/out-of-school efforts related to growth. In many cases data is tied to one teacher yet students are taught by many throughout the day. It will be the responsibility of the system leadership to carefully push out the responsibility of data points and learning standards to many in the organization so that single teachers are not saddled with results particularly if a child's time is mostly spent outside of the classroom environment or includes the efforts of many specialist teachers.
Forward thinking and note taking related to data points and criteria for new evaluation systems will give teachers a chance to present thoughtfully crafted portfolios. Even if systems move to system-wide data collection systems to organize results for all educators in a system, I recommend that all teachers have a side file with their notes. This "side file" will support teacher's efforts and communication with regard to work in their systems, work outside of the system and any related future work they might get involved in. With that in mind, I recommend that teachers do the following:
- Keep an online document of weekly plans and targeted teaching efforts.
- Keep an online professional portfolio that includes professional work, evidence of standards met and recertification requirements. Particularly if you're a young educator you should create an ePortfolio as you will need this portfolio as the world of education evolves and changes in the near future. Here is an example of my ePortfolio.
- Document your efforts, reflections and teaching events in some way that is easy to reference. This could be as simple as a chart that lists the week, efforts and notes or more complex such as a blog.
New evaluation systems are calling teachers to task. Some will argue that there should be greater trust of professional teachers, but on the other hand in most organizations today most professionals are required to document the work they do in a timely, organized manner. If teachers take ownership of this process they will retain greater control of their professional work, and this effort will also serve to promote greater reflection and more pointed work. What do you think? How can I help?
As teachers, we should be vocal about supporting the processes that will contribute to our most effective work, and we also need to be proactive in terms of our individual professional work. I hope these notes help you in that regard.
As teachers, we should be vocal about supporting the processes that will contribute to our most effective work, and we also need to be proactive in terms of our individual professional work. I hope these notes help you in that regard.
