Teacher evaluation is off to a “bumpy start” in New York City schools, reports the New York Times. For example, PS 130 Principal Lily Din Woo and her assistant principal “are spending parts of each day darting in and out of classrooms, clipboards and iPads in hand, as they go over checklists for good teaching. Is the lesson clear? Is the classroom organized?”
All told, they will spend over two of the 40 weeks of the school year on such visits. The hours spent sitting with teachers to discuss each encounter and entering their marks into the school system’s temperamental teacher-grading database easily stretch to more than a month.
So, the principal and her assistant now will spend 10 percent of their time visiting classrooms, observing and giving teachers feedback on their teaching. Is that really excessive?
“Talent coaches” are helping and retirees may be hired “to pitch in at schools where the workload is heavy.”
Writing up observations, which must be “low inference” and aligned to the “Danielson rubric,” will be more time consuming and taxing than the Times estimates, predicts NYC Educator.
Minnesota is piloting a new teacher evaluation system that includes more classroom observation by the principal, reports Hechinger’s Tim Post for Minnesota Public Radio.
Pine Island, Minn. – Principal Cindy Hansen’s fingers fly across her laptop as she types notes in a corner of Scott Morgan’s classroom, watching as the special education teacher works with a kindergartner on her social skills.
This is more than a principal pop-in. Hansen and Morgan are part of a new, experimental kind of teacher evaluation. Earlier, they met for a pre-evaluation chat. Later, they’ll talk over the teacher’s strengths and weaknesses and set performance goals. She’ll evaluate 70 teachers this way.
“It’s not meant to be a “gotcha” kind of a situation,” Hansen says later. “It’s really is meant to be a helpful kind of conversation.”
Beginning teachers will be observed three times a year for the first three years, while veteran teachers will be observed at least once a year, with a more thorough review once every three years. Student performance will count for 35 percent of overall evaluations. Student surveys also will be factored in.
Use of test scores to evaluate teachers is controversial. Now there’s resistance to principals evaluating their teachers’ classroom performance.