Download the guide to learn how using Google Docs for performance management can lead to poor results, and hear which solution has helped six districts facilitate effective performance management.
Many teachers have come to expect change as a routine part of their occupation. Not only do classes change every semester or year, but education requirements are constantly evolving as policymakers try to determine the best way to educate and evaluate the nation’s children.
Albert “Duffy” Miller, Ed.D., President of Teaching Learning Solutions, has gathered recent research and explored current trends in observer calibration, sharing his findings in a comprehensive new white paper, “The Role of Calibration in Determining Educator Effectiveness.”
In Part 2, we discussed how to use technology to collect and analyze performance data that align with district priorities. But collecting and analyzing data isn’t enough. District leaders must use the information and insights gained to improve classroom instruction.
Calibration is a term used often when speaking about the need to ensure accuracy among observers, yet the multiple ways in which calibration is defined has resulted in various interpretations of what calibration is, and is not.
In Part 1 of this series, we explained that educators and students realize the true value of performance management when evaluations contribute to a culture of continuous improvement that ultimately advances student achievement … and that means collecting and analyzing meaningful performance data to empower decision-making.
Whether called evaluations, appraisals or assessments, nearly every district in the U.S. and Canada measures educator performance, but few say their efforts result in improved teacher effectiveness.
Education leaders’ primary responsibility during appraisals is to improve instructional quality between classrooms across a school system to affect student learning. Yet with state and federal requirements in constant flux ...
Recently I had the privilege of hearing the 2017 Florida Teacher of the Year, Jessica Solano, deliver a keynote address. In her presentation, she talked about the power of “yet” and the undeniable hope and expectation that this small three-letter word conveys.
It’s not a new concept that educators need differentiated professional learning opportunities. It is an emerging trend that seeks to support educator‐centered, 21st century learning.
