Introduction
Nowadays ever-changing environment sets new opportunities and challenges in the field of education. Weighted-evidence approach to teacher evaluation is one of the most relevant strategies to determine a teacher’s competence in a particular classroom. Among the key sources of evidence, one distinguishes between observation, standardized tests, student ratings, classroom assessments, et cetera. As a rule, the combination of the above sources is utilized for teacher assessment. The paramount benefits of the identified approach include opportunities for local choice, great focus on learning, and pertinence to the advanced professional learning community.
Benefits and Evidence Sources
Observation is one of the most significant sources of evidence that can be applied in terms of weighted-evidence approach to teacher evaluation. It is suggested to observe if a teacher takes into account the peculiarities of perception of the cognitive material by the students and how he or she uses the planned methods of education (Garrett & Steinberg, 2015). In order to analyze logics of one or another decision, methods of communication and degree of their adequacy to the teaching methodology may be reviewed. By identifying the style of communication between a teacher and a class, it is possible to assess engagement levels, as stated by Hill and Grossman (2013). The observation is, as a rule, conducted by a group of experts who analyze the activity of teachers and their results on the basis of attending lessons, studying the program, and other control data.
Speaking of the benefits of observation as a source of evidence, one should emphasize comprehensiveness and great focus on learning. In this regard, the above source is useful to reveal teachers’ professional competence as the possession of the necessary amount of knowledge and skills that determine the formation of a pedagogical activity, communication, and personality of the mediator of values, ideas, and pedagogical consciousness. In other words, observation allows evaluating teachers’ performance through an in-depth analysis of the learning process as well as methods and techniques applied during it. Garrett and Steinberg (2015) argue that the evaluative weights may be measured by the complex method of analysis that takes into account all the components of the learning process. It also allows observing and evaluating the goals and their achievement, the content, the forms of a lesson’s organization, and methods in terms of the correctness of their choice and appropriateness of use. In other words, with the help of complex analysis conclusions are drawn about the correctness of the preparation and implementation of teacher performance in a classroom.
Another source of evidence regarding teacher evaluation is associated with artifacts that may involve documents, lesson plans, assignments, teacher portfolio, and so on. Lesson and unit plans compose a reflection of the unity and interconnection of all forms of assignments (Stronge & Tucker, 2013). Artifacts identify and help to assess the main educational goals and developmental objectives regarding students, the achievement of which can be achieved by organizing learning of the material of a specific section or topic (Tucker, Gareis, & Stronge, 2013). The mentioned evidence source allows evaluating the concepts introduced during the lesson and considering a general sequence of their introduction. The following list of questions for assessment of teacher performance may be noted: the overall structure of a lesson, the implementation of the main didactic goal, education in the process of the lesson, adherence to the basic principles of learning, the choice of teaching methods, a teacher’s work in class, engagement of students, et cetera.
Opportunities for local choice and pertinence to advanced professional learning community are the key advantages of evaluating artifacts. In terms of the first benefit, districts may set out their own instructions and adjustments to teacher performance assessment. One may note, for instance, the situation with specific needs of children with disabilities or those having developmental health problems. Since they need more precise attention from a teacher, lessons should be planned and conducted with some adjustments, and their evaluation should also be changed. In turn, this contributes to advanced professional learning community by expanding its views and following guidelines. More to the point, both of the identified benefits of artifacts allow evaluating teacher communication, planning, and engaging in professional growth. In particular, records, phone logs, emails to parents with notifications about new programs, events, or any other issues can be noted as a vivid example. The evaluative weights of artifacts may be determined by means of special tests and continuous reviews, focusing on their quality, consistency, and clarity.
Conclusion
In conclusion, it is essential to emphasize that two main sources of evidence that can be used in the framework of weighted-evidence approach to teacher evaluation are observation and artifacts. Most importantly, these sources are more effective when they are used in combination by a group of experts. They ensure a comprehensive teacher evaluation and allow considering such aspects as student engagement, planning, communication, content, and learning process in general. Thus, the evaluation of observation and artifacts are likely to enhance the application of weighted-evidence approach to teacher performance assessment.
References
Garrett, R., & Steinberg, M. P. (2015). Examining teacher effectiveness using classroom observation scores: Evidence from the randomization of teachers to students. Educational Evaluation and Policy Analysis, 37(2), 224-242.
Hill, H., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371-384.
Stronge, J., & Tucker, P. (2013). Handbook on teacher evaluation. New York, NY: Routledge.
Tucker, P., Gareis, C., & Stronge, J. (2013). Handbook on teacher portfolios for evaluation and professional development. New York, NY: Routledge.