Learning Forward
Equity and excellence in teaching and learning.
Learning Side By Side
Teachers and principals work together to strengthen instruction
By Learning Forward
Categories: Collaboration, OutcomesAugust 2014
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Components of a Growth-Oriented Teacher Evaluation System
- Instructional framework.
- Rubric.
- Strengths-based, growth-oriented process.
Resources
For more information about the 5 Dimensions of Teaching and Learning Instructional Framework, the 5D+ Teacher Evaluation Rubric, and the 5D+ Inquiry Cycle, visit
www.k-12leadership.org.
5D+ Inquiry Cycle
How Practice is Changing
Using a strengths-based approach has fostered professional conversations that energize teachers and principals. This dialogue leads to changes in teaching practice that impact classroom culture and student learning. Here are examples of how teacher and principal practice has changed in Kent School District.
Cara Haney, Teacher
Panther Lake Elementary School
“I knew I was a good teacher before. Now I realize that there is so much more I can do.
“When we were in college, we got the theory. The framework shows us what to do. New teachers feel that they know what they are doing because they have the framework in front of them.
“I definitely know the rubric and the pieces behind it at a deeper level. If I’m going to teach it, I have to know how it works and that it will work in the classroom.
he responsibility to say, ‘I want you to be the best teacher, and this is how we’re going to do it. What professional learning can I get for you? What videos can I get for you?’ The conversation is the most important part. The conversation is the biggest change.
“I’m very proud of what I’m doing. I want people to see.”
Elizabeth (Beth) Wallen, Principal
Panther Lake Elementary School
“I was always leading. Now I have these other experts with me. We check our understandings together, getting us on the same page.
“The shift is that this is a collaborative process. We are looking at practice together. The stance is moving away from ‘Am I doing a good job?’ or ‘Do you think this was OK?’ Now it’s ‘Let’s look at the evidence’ or ‘Let’s look at the script together.’ The conversations are the most critical part of it, especially those post conversations.
“Teachers’ perception of feedback is different. I used to just give the running record and compare that against the rubric. This is all about their professional growth.”
References
City, E.A., Elmore, R.F., Fiarman, S.E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
Copland, M.A. & Knapp, M.S. (2006). Connecting leadership with learning: A framework for reflection, planning, and action. Alexandria, VA: ASCD.
Darling-Hammond, L. & McLaughlin, M. (1996). Teacher education around the world: What can we learn from international practice? In L. Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world (p. 203.) New York, NY: Routledge.
Fink, S. & Markholt, A. (2011). Leading for instructional improvement: How successful leaders develop teaching and learning expertise. San Francisco, CA: John Wiley & Sons.
Haycock, K. (1998, Summer). Good teaching matters: How well-qualified teachers can close the gap. Thinking K-16, 3(2), 1-2.
Honig, M.I. (2008). District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators’ participation in teaching and learning improvement efforts. American Journal of Education, 114(4), 627-664.
Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York, NY: The Wallace Foundation.
Peske, H.G. & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality. Washington, DC: The Education Trust.
Rowan, B., Correnti, R., & Miller, R.J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the Prospects study of elementary schools. Teachers College Record, 104(8), 1525-1567.
Wahlstrom, K., Louis, K.S., Leithwood, K., & Anderson, S. (2010). Investigating the links to improved student learning. New York, NY: The Wallace Foundation.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
Categories: Collaboration, Outcomes
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