Chapter 15 Preschool Teacher Assessments . Assignment incomplete without the self Assessment
Objective:
To create a graphic organizer to summarize the process and procedures involved in evaluating staff members and to evaluate your graphic organizer.
Scenario:
You have just been hired as director of an early childhood center. You quickly realize that many of the teachers on your staff are recent hires. They are a vocal group that enjoys discussing teaching strategies and experiences. But you have noticed an undercurrent of anxiety surrounding the teacher Assessment process. There seem to be as many different ideas about Assessment floating around as there are teachers. You decide to address your plan for teacher Assessments head-on at the first staff meeting. You begin with a graphic organizer that summarizes your plan. You realize how important it will be to give teachers a clear idea of what criteria you plan to use to evaluate their teaching. You also realize that your staff is also eager to know at what time of year they can expect you to evaluate them. You give careful thought to what would be a realistic time frame.
Focus Assignment:
Create a graphic organizer (e.g., a timeline or flowchart) to summarize how you plan to carry out teacher Assessments. Include four or five points to capture how you will collect, summarize, analyze, and use the data. Next, list seven or eight criteria that you will use to evaluate the quality of instruction Last, map out what you believe to be a realistic Assessment time-frame and incorporate that information into your organizer.
Self-Reflection:
1. For each item of your graphic organizer, explain how this guideline addresses the issues in the scenario
Graphic Organizer: Teacher Assessment Process
Teacher Assessment Process Graphic Organizer
Collect data: The first step is to collect data on the teacher’s performance in various areas. This data can come from classroom observations, student assessments, teacher self-assessments, and feedback from colleagues. This guideline addresses the issue in the scenario by providing a clear plan for how data will be collected, which can help alleviate anxiety and uncertainty among teachers about the Assessment process.
Summarize data: After data is collected, it needs to be summarized and organized in a way that can be easily analyzed. This could involve using a rubric or checklist to identify areas of strength and weakness in the teacher’s performance. This guideline addresses the issue in the scenario by providing a transparent and objective process for summarizing data, which can help teachers understand how their performance will be evaluated.
Analyze data: Once the data has been summarized, it needs to be analyzed to identify areas of strength and weakness in the teacher’s performance. This could involve looking for patterns or trends in the data, or comparing the teacher’s performance to established standards or benchmarks. This guideline addresses the issue in the scenario by providing a clear plan for how data will be analyzed, which can help teachers understand how their performance will be evaluated.
Use data: The final step is to use the data to make decisions about the teacher’s performance and provide feedback. This could involve setting goals for improvement, providing targeted professional development opportunities, or making decisions about promotion or retention. This guideline addresses the issue in the scenario by providing a clear plan for how the data will be used, which can help teachers understand the purpose and value of the Assessment process.
Criteria for Evaluating Instruction:
Classroom Management: Ability to create a positive and organized learning environment that supports student engagement and learning.
Curriculum Planning: Ability to develop and implement age-appropriate and culturally responsive curriculum that meets the needs of all learners.
Instructional Strategies: Ability to use a variety of effective instructional strategies that engage and motivate students, promote critical thinking and problem-solving, and meet diverse learning needs.
Assessment and Data Analysis: Ability to use assessment data to inform instruction, provide feedback to students, and monitor progress towards learning goals.
Professionalism: Commitment to ongoing professional learning, collaboration with colleagues, and professional ethical standards.
Parent and Community Engagement: Ability to effectively communicate with parents and community members and involve them in the learning process.
Assessment Timeframe:
Teacher Assessments will be conducted twice a year, once in the fall and once in the spring. Each Assessment will include classroom observations, student assessments, and self-assessments, as well as feedback from colleagues and parents. This timeframe addresses the issue in the scenario by providing a clear timeline for when teachers can expect to be evaluated, which can help alleviate anxiety and uncertainty.
