Evaluating the results of school administration

We could express appreciation for the wonderful work a teacher was doing because we had witnessed it firsthand. Instead, schools need learning leaders who create a schoolwide focus on learning both for students and the adults who serve them.

Following the conference the administrator directs and monitors the follow-up activities. If it is a letter of reprimand; it must be specifically stated. Current literature is in agreement that there is no single right way of teaching or one approach that will be effective for all learning objectives.

Expectancies for teacher performance were enacted by California State Senate Bill and are included in Section of the California Education Code. Measure at the group level to evaluate efforts that reach smaller groups; measure at the population level to evaluate efforts that reach the entire school.

The High School Journal, 70 2 Lesson plans should have a clearly defined objective that is appropriate to the class learning level and consistent with established district, school, department, or grade level curriculum standards for expected achievement.

Further, plans should incorporate the needs, interests, and special talents of students in the class and include enrichment or acceleration activities for students who complete basic tasks early.

Publications that describe a wide variety of models of teaching include Joyce and Weil and Bellon, Bellon, and Handler Professional culture and the promise of colleagues.

Only when this process is carefully planned and executed can success be assured. A prospective, quasi-experimental study of Title I schools.

These actions should be described in an explicitly factual and objective manner using sensory facts what was seen, heard, touched, tasted, or smelled. By skillfully analyzing performance and appropriate data, administrators can provide meaningful feedback and direction to teachers that can have a profound effect on the learning that occurs in each classroom.

Supervision Strategies Supervision of instruction must be built on the observer's thorough understanding and in-depth knowledge of instructional theory, not on a check list of what should be in a lesson.

The activities should be founded upon strong theoretical, conceptual, or research bases. A follow-up plan with the desired specific outcome, activities, and a summary of decisions should be developed.

What educators should know. Classroom observers should be aware that each strategy has a set of activities with a distinct purpose and role for the teacher and students. After all, research does say that teacher quality is one of the most significant factors in student learning. Remember that if you consider a program, strategy or practice not important enough to spend time evaluating, the effort may not be worth continuing to implement.

Education Codes of California. So why not make tougher evaluation of teachers a cornerstone of school improvement. The most powerful strategy for improving both teaching and learning, however, is not by micromanaging instruction but by creating the collaborative culture and collective responsibility of a professional learning community PLC.

These four areas are further divided into subcategories. Organize staff into meaningful collaborative teams that take collective responsibility for student learning and work interdependently to achieve shared goals for which members hold themselves mutually accountable.

What are the five most important skills a supervisor must possess to improve the quality and diversity of instruction in the school. A peer observation is agreed upon by the teacher and peer and can be used to verify a trend or pattern of behavior perceived by the evaluator. The leadership needs to insure that staff development efforts have the appropriate financial resources; adequate time set aside to plan, conduct, and implement the programs; and time for staff to practice the new skills.

Joyce and Weil drew from a wide range of teaching studies to organize the methods of instruction into four major categories which they refer to as families of instruction. The premise that more frequent and intensive evaluation of teachers by their principals will lead to higher levels of student learning is only valid if two conditions exist.

Do Carrots and Sticks Motivate Teachers.

Jump-Start Your School's Program Evaluation: Part 1

Administrators should ensure that appropriate behavior is supported with regular and ongoing recognition and reinforcement activities. In this model the teacher assists the students in developing interpersonal and cognitive skills and creativity.

The personal family, derived from the work of Rogers, Perls, Gordon, and A.

How Do Principals Really Improve Schools?

Decisions shared during the conference are based upon the data collected through observations, review of documents, and interviews that relate to the assessment and evaluation of the teacher's ability to meet the requirements of SB as adopted by the local district governing board.

Embrace the premise that the fundamental purpose of the school is to ensure that all students learn at high levels and enlist the staff in examining every existing practice, program, and procedure to ensure it aligns with that purpose. Adherence to Curricular Objectives The third area supervisors are required to evaluate and assess is the teacher's ability to adhere to curricular objectives.

Students who actively participate in the process are able to reorganize the material and achieve greater retention and clarity of the information. Information from these measures should be used to make adjustments to the pace, objectives, or sequence when necessary.

The information processing family promotes a discovery process of learning. School Climate (Safe Schools) School Directory; School Services; Types of Schools; Educators. PDE > Teachers & Administrators > Teacher and Principal Evaluation Survey > Teacher and Principal Evaluation Results.

Administration Evaluation Welcome to the web site of the University of Michigan Faculty Senate Administration Evaluation Committee. Results of the AY/ faculty evaluation of administrators. The current emphasis on using more intensive supervision and evaluation of teachers to improve school performance illustrates this irony.

According to Race to the Top guidelines, this more rigorous supervision process should influence a teacher's professional development, compensation, promotion, retention, tenure, and certification.

How Do Principals Really Improve Schools?

accounting for student results in evaluation of teachers; and using teacher evaluation results to Evaluation and assessment frameworks have no value if they do not lead to the improvement. 3 schools. Evaluation and Assessment Frameworks for Improving School Outcomes.

EVALUATING RESULTS OF SCHOOL ADMINISTRATION - includes organized school-based educational activities aimed at attaining specific learning objectives for a particular clientele, especially the illiterate adults and out-of-school youths. results of the data are used determine if an assessment is considered formative or summative (Chappuis & Chappuis, ).

Examples of more formal types of evaluation include development of portfolios; collections of evidenced-based, data-driven materials; and use of validated rubrics.

Evaluating the results of school administration
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How Do Principals Really Improve Schools? - Educational Leadership