Tag Archives: Teacher Evaluations

Aligning Teacher and Admin Goals to Get The Most Out of Evaluation

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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. 

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The Need for Making Teacher Evaluation Work

E08879_Gabriel and Woulfin_Bookcover_0358With 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 Work points 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.

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Evaluating Beginning Teachers

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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. 

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Creating Empowered Teacher and Evaluator Relationships

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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.

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Making Teacher Evaluation Work

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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.

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The Heinemann Fellows: Sascha Robinett on Knowing You Matter

Sascha Robinett is a Heinemann Fellow with the 2014–2016 class, and has been an educator for 19 years. In today's post, Sascha discusses the importance of teacher agency from the administrator's perspective.

by Sascha Robinett

​February is a typical slump month for my staff: they are tired, stressed, and insecure about their impact on the students. To me, they are heroes—ordinary people doing something extraordinary. What is a principal to do? I’m having them make superhero capes, of course! They move about the room, gluing, laughing, and talking about their superpowers: their unwavering belief in every child’s potential, the ability to help kids accomplish more than they thought was possible.

Everyone needs to be reminded that she or he matters. A teacher’s sense of agency cannot be taken for granted. In my own early teaching experience and, later, as I consulted with schools across the country, I encountered many schools that did not support teacher agency. Teachers were working hard (were probably overworked) but were isolated in their own room. Professional development consisted of meetings or training, joy was rarely evident, and teachers were seldom asked to create or share their thinking. Success was determined by compliance and test scores.

However, I also found schools that trusted their teachers. As a result, the students and teachers excelled. Collaboration and reflection replaced sit-and-get learning, curiosity and inquiry reigned, and enjoyment was evident. These successful schools had one thing in common: the teachers knew they mattered.

Eleven years ago I was given the amazing opportunity and tremendous responsibility of opening Milagro Charter School, a small elementary school in northeast Los Angeles. My goal was to create a space where everyone—teachers, students, and parents—is encouraged to think and create, and risk-taking and innovation are taken for granted. My only condition is that teachers and support staff explain why they want to try something new, not for compliance, but to show intent. It’s okay if the idea doesn’t work out: mistakes are opportunities to improve and learn. We honor teachers’ self-reflections as a tool for growth, and we make it a part of all our professional development. We also rely on collaboration; although each teacher is alone in her classroom, she is always connected to the larger school community. Every week the staff engages in some form of collaborative sharing and discussion, from planning a lesson to learning a new math strategy. We depend on collective wisdom and support.

The opportunity to create a culture in which all members feel they matter and have impact is worth the effort.

For me, this school is a professional utopia: our teachers’ dedication is infectious; we consistently meet our performance goals; and our students blossom socially, emotionally, and academically. Of course, this environment was not created overnight, nor has it been an easy task. We’ve made mistakes, and we still have much to learn. In today’s culture of blame and accountability in education, our success is often dismissed as an anomaly, and we are constantly pressured to explain why our approach works. It is exhausting, overwhelming, and lonely at times. But having the opportunity and ability to create a culture in which all members feel they matter and have impact is worth the effort.

As a Heinemann fellow, I am focusing my research on one of the major stumbling blocks our school has encountered in its mission to be people-centered: teacher evaluations. This year, we are attempting a new system of evaluation in which the teachers create their own action research project rather than undergo a traditional performance evaluation that results in little growth, lots of tears, and low morale. I believe teachers will have a deeper impact on student learning when their evaluations are based on a change they’d like to see in their students rather than on classroom observations and standardized test scores. So far, our teachers have determined the student growth they want to create and begun planning how they will facilitate the change and collect data.

This isn’t an easy project. Being a principal and a coach simultaneously is a delicate balancing act. Having the time and space to analyze just one issue is a luxury, but it’s also a challenge. And the pressure to meet accountability requirements is always a concern. However, my teachers matter, and I want them to know it. Their sense of agency is worth this effort. As we’ve learned in creating Milagro, staying with what we already know doesn’t bring about the change we need.

♦ ♦ ♦ ♦

Sascha Robinett is a principal and co-founder at Milagro Charter School in Los Angeles, CA. Her action research focuses on the efficacy of engaging teachers in action research versus traditional performance evaluation processes.

Please visit the Heinemann Fellows page to learn more.​