Teacher evaluation can be tough for everyone involved. And in the context of literacy instruction, teachers and administrators oftentimes are not on the same page when it comes to understanding what good literacy instruction looks like, and what criteria to set for evaluation.
In Making Teacher Evaluation Work, Rachael Gabriel and Sarah Woulfin examine the roles of teachers, teacher leaders, coaches, and principals in supporting high-quality literacy instruction in the context of accountability and evaluation policy.
With new-generation teacher evaluation policies in place, the evaluation process may seem as daunting as ever—for both teachers and evaluators. And when both sides have a different understanding of what teacher evaluation looks like in the context of literacy instruction, evaluations can end up entirely unproductive.
As Making Teacher Evaluation Workpoints out, it doesn't have to be this way. Authors Rachael Gabriel and Sarah Woulfin walk you through the entire teacher evaluation process and offer context and strategies aimed at improving the process for everyone involved. The authors clearly show how effective evaluations provide the foundation for collaboration that improves literacy instruction, promotes teacher growth, and supports schoolwide improvement.
As a beginning teacher, not knowing what areas of your teaching to improve can be overwhelming. This is where teacher evaluations come in handy.
In Making Teacher Evaluation Work, authors Rachael Gabriel and Sarah Woulfin examine the evaluation process from both a teacher and administrator point of view. The authors suggest ways to bring these two different perspectives together with the goal of improving the evaluation process, and using teacher evaluations to improve teaching.
In Making Teacher Evaluation Work, Rachael Gabriel and Sarah Woulfin walk you through the entire teacher evaluation process—from policy to practice—offering context and strategies with the goal of improving the process for everyone involved. The authors examine the roles of teachers, teacher leaders, coaches, and principals in supporting high-quality literacy instruction in the context of accountability and evaluation policy.
Teacher evaluations can cause unwanted tensions on both sides. In the following video, authors Rachael and Sarah discuss what an empowered teacher and evaluator relationship looks like, as well as how to maintain one.
During the evaluation process, teachers might be asking for one thing while evaluators are looking for something different. How do we bring these two perspectives together to reach common goals? In Making Teacher Evaluation Work, Authors Rachael Gabriel and Sarah Woulfin suggest there’s a way to not only improve the evaluation process, but use evaluations as a way to improve teaching. Rachael and Sarah have created a resource for teachers and evaluators to read together that walks them through every step of the evaluation process. We started out our conversation on how this book came to be.
During April, we will examine the place that assessment has in the lives of both educators and students. Keep this question in mind as you view, read, and share thoughts from this month's content: How can we assess what we value?
“Noticing and celebrating what students and teachers are doing well is not a frill or mere paying of compliments. It is honestly and specifically acknowledging a positive behavior, action, or learning activity. It requires re-visioning what we see, say, and do when we walk into teachers’ classrooms.”
Could any professional thrive in a culture of distrust? It is doubtful, yet a fog of fear and misplaced accountability measures has settled in too many schools, preventing the kind of environment in which teachers can grow and thrive. In order to teach responsively and reflect on the kinds of instruction that promotes student growth, teachers need to know and celebrate what they are doing well – and hear this from evaluators.