Teacher Evaluations- M6U4A3

Teacher evaluations are important for numerous reasons including gauging teacher effectiveness. Teacher evaluations can look different across different states and districts. While the rubric and criteria administrators are looking for may vary what remains the same is that teachers should all aim to be as highly effective as possible everyday if they enjoy teacher, otherwise it could be time for a career change.

Through taking a deeper look into teacher evaluations I gained a further understanding of both the Danielson Groups Framework to teacher evaluations as well as Teacher Evaluation 2.0. While they do have some similarities they also have a few differences.

The Danielson Group details an in depth framework which lays out several domains and criteria in which a teacher should be evaluated on including areas like planning and preparation as well as instruction and professional responsibilities. The Danielson framework does not set a specific time frame for how often a teacher should be evaluated and in what fashion the evaluation should occur. The Framework also doesn’t list point values with each domain and subset. It appears that a Danielson representative comes out to train staff and administrator on how the process works. Within the domains and subsets the criteria the Danielson Framework lays out are broad but do encompass what an effective teacher would be.

On the other hand the one of the main features of Teacher Evaluation 2.0 is that it is an annual process. The frequency to some may be too much especially those that have been teaching for several years, however if an educator is always aspiring to grow and better themselves for their students, teachers should welcome the opportunity for feedback. Similar to the Danielson Group’s Framework Teacher Evaluation 2.0 consists of multiple measures to indicate teacher effectiveness. Teacher Evaluation 2.0 also believes that there should be regular feedback to better assist a teacher growth well as making the evaluations significant, the outcomes must matter. Overall Teacher Evaluation 2.0 seemed every clear and straightforward in terms of how the process is run, what is expected of teachers and how evaluations are conducted. Teacher Evaluation 2.0 even mentions pitfalls to avoid during the process as well.

As a teacher I feel I should be judged on several factors. An effective teacher should be judged on how well they know their students and how “with-it” they are. Teachers should also be judged on their classroom management/ students’ awareness and respect to classroom expectations and norms. Respect can be a two way street, when students feel respected they will respect their teacher and when a learning environment reflects this, more learning is able to be conducted. Teachers should most definitely be judged on how engaging their lessons and of course that the lessons relate back to the standards we are expected to teach. When lessons are engaging students not only learn the content, but they remember it long after the lesson has ended, making the experience even more meaningful. While an observation of a teacher actually teaching a lesson, in addition to data of teacher effectiveness through test scores, can give a glimpse into a teacher, there are a few other factors to consider as well. Communication within education can be huge. Teachers should also be judged on parent communication (if a teacher isn’t communicating effectively to a parent there may be educational opportunities that are missed) as well as with colleagues (if a teacher is difficult to work with others may not share as much with them ultimately effecting their students possibilities.)

While teacher evaluations sound rigorous it is because they should be in order to make sure that every student is getting an effective education from an effective educator.


Megan Thompson


M6U4A3 Teach Now Cohort 6

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