Teacher Evaluation in Israel: Potential for Professional Development Michal Beller Director-General of RAMA The National Authority for Measurement and Evaluation in Education February 2013. RAMA. - PowerPoint PPT Presentation
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Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
RAMA
An independent statutory unit - the National Authority for Measurement and Evaluation –RAMA - shall be established as the entity that leads and provides professional guidance to the education system with respect to measurement and evaluation.
RAMA will conduct periodic evaluations of the education system and evaluations in schools, and will publish its findings in an annual report submitted to the National Council for Education.
From the Dovrat National Task Force in Education (2004)
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Teacher evaluation as a systematic process In systems in which a process of teacher evaluation was
implemented it was assumed that it would promote the following:
Definition of agreed upon measures with regard to teacher effectiveness
The quality of the actual classroom practice of teachers The development of an organizational culture that
supports feedback The continued professional development of teachers The improvement of the quality of student learning (Satain,
Stoelinga & Brown, 2009).
Significant relations were found between principals' orientation toward the promotion of pedagogical processes in school, including the provision of feedback for the improvement of teaching in the classroom, and promoting student achievement (Hopkins, 2003; 2006).
So far, no significant relation was found between teacher evaluation and student achievement (Satain, Stoelinga & Brown, 2009).
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
For the teacher
Teachers attest to a raised level of reflective awareness and orientation towards improvement in response to the process.
Deepening of the personal dialogical relations with the principal and staff, that support planning, feedback and focus on their essential needs for professional development .
Teachers noted the contribution of the conversation before the observation, attending to the considerations that guided their planning.
Teachers appreciate the principals’ interest in the difficulties they face, and this is a basis for deepening the teacher-principal relations.
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
For the principal
Focuses principals on pedagogical processes for bettering teaching through training and feedback.
Principals report an improvement in their professional sensitivity when carrying out observations.
Principals understand the relationship between teaching performance and the need for professional development of teachers.
Principals note that despite the large amount of time devoted to the process, it is essential and worthwhile as it brings them closer to teachers.
A contribution is apparent with regard the discourse between principals and their colleagues (community of principals) related to difficulties and dilemmas in the process of evaluation.
An on-going support which contributes to addressing difficulties in the work of the principal as an evaluator.
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Range of evaluation tools usedIn Chicago and Portugal the following appear together with the evaluation tool:
Observation and a conversation prior and after the lesson
Determining required goals for each teacher that are approved by the school administration
Self evaluation includes the contribution of the teacher in achieving the goals, mainly those related to the improvement of learning outcomes
A standard tool that documents teacher performance in relation to different dimensions
Additional evidence such as diplomas for completing training, pedagogical tools the teacher designed or used and tools for assessment of students' achievement and/or progress
Evaluation is not only done by the principal, but also by role holders in school
Professional external evaluators are available for schools to receive assistance in teacher evaluation according to the need
Supporting the teacher in implementing the fair and thorough evaluation
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Questions How to reconcile the tension between formative
and summative evaluation of teachers? How to implement formative evaluation that would later be
used in summative evaluation? Can formative evaluation be preserved?
Can the same instrument be used for both formative and summative evaluation or should there be two different instruments?
Do countries use different instruments for different roles and/or different aims?
Can a detailed instrument that includes a range of indicators and that is designed for formative evaluation also suit summative evaluation?
Can the use of an identical instrument for formative and summative evaluation inspire a different "spirit" in the process teacher evaluation (a process that is both bottom-up and top-down)?
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Questions Who should be the evaluator/s? Internal vs.
external by a professional? What knowledge is required by the evaluator?
What is the weight of his/her evaluation in the final evaluation?
Should the teacher's self evaluation be included ?
Should other staff members from school (coordinators/peers) take part in the summative evaluation of teachers in their school? What is the potential and what are the risks?
How should multiple evaluations be weighted?
What is the place of the school context in teacher evaluation?
To what extent can the school and/or classroom complexity be "taken into account" in teacher evaluation?
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Basic assumptions The process of teacher evaluation, their active participation and
involvement in the process, will contribute to the improvement of teaching and promotion of student learning and well-being.
Teacher self-evaluation and the evaluation by the principal of teachers' work will contribute to the image of the teacher and to fostering learning processes and continual improvement
Constant and continual improvement of teachers is based on respect, trust, fairness, reflective dialogue and cooperation.
Teacher evaluation is an important component of the role of the school principal and in establishing administrative quality and accountability for the development of human capital in his/her school
Teacher evaluation will strengthen the status of teachers and the teaching profession through the design of professional identity, continued professional development, examining the suitability to teaching, and provision of tenure, promotion in terms of rank and roles.
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Distinguished Skilled Basic Unsatisfactory
The teachers’ professional development scale The evaluation scale indicates the level of expected teacher performance on different development stages and within different domains:
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
The process of teacher evaluation (1/2)
The principal presents the process of teacher evaluation to the teaching staff
The principal presents the tool for teacher evaluation to the evaluated teacher at the beginning of the year, including the evaluation process, its stages, and time line throughout the year
During the year the principal will carry out at least two documented observations of the teacher's lessons and also an observation of an individual instructional session.
Prior to the lesson observation the principal will hold a discussion with the teacher in order to collect information about the context in which the lesson is taking place and the lesson's goals.
Following the observation of the lesson the principal will hold a feedback discussion with the teacher, as close to the time of the observation as possible.
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Implementation
The evaluation system was first implemented in primary schools system in September 2010
Each teacher who is a candidate for tenure is evaluated -- about 6,000 teachers at the beginning of their career have been evaluated so far
It is recommended that each teacher at the middle levels (up to 13 years experience) will be evaluated once in three years -- about 1,000 teachers at middle levels have been evaluated so far
Teachers at the higher levels (over 13 years experience) are evaluated for promotion -- about 1,000 teachers at the higher levels have been evaluated so far
This year the use of new adapted evaluation tools will be implemented for : interns, kindergarten teachers, counselors and health workers
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Voices from the field
There is an overall agreement that teacher evaluation is one of the main roles of the principal, and that the annual evaluation of a significant number of teachers facilitates meaningful change in school:
Enables the principal to locate and identify needs, problems and points requiring improvement on the level of the school.
Promotes pedagogical professionalism of the principal in general, and in processes of observation and evaluation in particular.
Creates a language, concepts and pedagogical emphases for the whole school, fosters school dialogue.
Creates and strengthens group work, peer study. Allows for the improvement of the teachers’ teaching and
learning processes. Empowers teachers and ensures their professional