|
Defining, Assessing, and Developing Teacher Expertise: Using Evidence to Both Assess and Assist Teachers
|
| Presenter(s):
|
| Richard West,
University of Georgia,
rickwest@uga.edu
|
| Bruce Gabbitas,
University of Georgia,
gabbitas@uga.edu
|
| Arthur Recesso,
University of Georgia,
arecesso@uga.edu
|
| Michael Hannafin,
University of Goergia,
hannafin@uga.edu
|
| Abstract:
Teacher development and performance assessment of classroom practices are often addressed in separation. In our presentation we will discuss a new model for teacher assessment that has been developed to answer the call for greater accountability, as well as the need to support teachers as they develop. This model includes a description of teacher expertise with over 40 specific attributes of quality teaching. These attributes are differentiated along a continuum from emerging skills to excelling in practice. Attached to each attribute are various descriptions of what might qualify as credible evidence that a teacher exhibits an attribute. Empowered by this model, principals and teacher mentors can identify the most powerful evidence to describe a particular teaching practice or event. In addition, the teacher can use the model in self-assessment to identify a trajectory of specific areas for improvement.
|
|
Evaluating With Lenses to Capture the Multi-faceted Nature of Teacher Performance
|
| Presenter(s):
|
| Bruce Gabbitas,
University of Georgia,
gabbitas@uga.edu
|
| Richard West,
University of Georgia,
rickwest@uga.edu
|
| Arthur Recesso,
University of Georgia,
arecesso@uga.edu
|
| Michael Hannafin,
University of Georgia,
hannafin@uga.edu
|
| Abstract:
Education departments and school administrators are increasingly pressured to improve accountability through teacher assessment. However, most assessment methods fall short because they fail to recognize the multi-faceted nature of teaching. We will present a different model that allows schools, teachers, and education agencies to engage in a more complete assessment of teacher performance. Part of this model involves using lenses to focus the collection, analysis, and interpretation of evidence around very specific criteria. By using a set of defined lenses, evaluators can clarify which assessment criteria are important to school stakeholders and engage in an evaluation that is sensitive to the complex nature of teaching yet remains focused to local needs. For this presentation we will explain the lens metaphor and results from implementing this model with teachers and administrators.
|
| |