WHAT'S NEW - JUNE 2003

STANDARDS AND TEACHER EVALUATION

Welcome to the website for the Council on Alberta Teaching Standards (COATS). This area of the website changes monthly. The theme for this month will be of interest to teachers, administrators, and parents who are exploring the issue of standards and teacher evaluation. The first section below identifies several weblinks related to the topic. Also listed below please find online articles and hard-copy sources of information about this subject. We hope that you find this website to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEBSITES AND ARTICLES RELATED TO STANDARDS AND TEACHER EVALUATION

A Bibliography of Teacher Evaluation Articles, Books, & Documents.
1999.
Peterson, K. D.
Portland State University, Portland, OR
http://www.teacherevaluation.net/Reference/Referencetwo.html

As the title indicates, this webpage provides a bibliography of print resources on the topic of teacher evaluation. The bibliography will be useful for those who wish to trace issues and trends in the approaches to teacher evaluation in the past decade. The webpage is linked to other webpages by the same author that together offer a rich collection of electronic resources on the topic of teacher evaluation, with particular emphasis on new practices and directions. Dr. Peterson is author of Teacher Evaluation: A Comprehensive Guide to New Directions and Practices (2nd ed.) (2000), published by Corwin Press.

Changing Perceptions of the Nature of Teacher Evaluation in Ontario Secondary Schools.
2002.
Magarrey, M.
OISE, Toronto, ON
http://www.oise.utoronto.ca/~fieldcen/vol7no3.htm

Historically, teacher evaluation practices in Ontario involved a prominent role for school inspectors. This early practice gave way by the 1970s to school administrators collaborating with teachers in clinical supervision. By 1999, Ontario's approach to teacher evaluation involved the Standards of Practice for the Teaching Profession. Magarrey's research gathered feedback from a small sample of teachers as these standards were implemented in what he termed a participatory evaluation process. In general, the research identifies the importance of clear expectations and a professional relationship between the teacher and evaluator to ensure a successful evaluation process. Dr. Magarrey is a retired secondary school principal.

Peer Review of Teachers.
1999.
Hertling, E.
http://www.ericfacility.net/databases/ERIC_Digests/ed429343.html

This ERIC Digest (ED429343) deals with the pros and cons of peer evaluation within the American setting. Although California has recently funded peer review initiatives, peer evaluation is still a matter of controversy as an approach to teacher evaluation. The peer review process is distinguished by the role of consulting teachers in conducting teacher evaluation. Hertling advances examples of peer review from various jurisdictions. One potential benefit of peer review includes retention of beginning teachers through the mechanism of peer assistance. Critics of peer review maintain that peer reviews involving dismissals entail a conflict of interest for teachers' unions, principals should evaluate teachers; and, peer review does not address the root causes of inadequate teacher quality. Overall, the future of peer review remains unclear.

Province Sets Clear Standards for Teacher Appraisal.
2001.
Toronto, ON
http://mettowas21.edu.gov.on.ca/eng/document/nr/01.10/nr1015.html

Teacher evaluation has been a topic of lively concern in Canada since the arrival of the millennium. This press release from Ontario's Ministry of Education (October 15, 2001) announced the intention of the provincial government to alter the practices associated with teacher evaluation. The proposed legislation, The Quality in the Classroom Act, 2001, if passed, would implement clear and consistent province-wide standards to regulate teachers' classroom performance. The legislation would involve mandatory professional development The rationale given for the proposed legislation is to improve performance with regard to student learning. The legislation received assent in December 2001 (http://www.e-laws.gov.on.ca/DBLaws/Source/Statutes/English/2001/S01024_e.htm).

standards-of-practice.net: Professional Development Resources.
2002
Toronto, ON
http://www.standards-of-practice.net/view_resources/

This website presents a rich database of resources for the professional development of teachers. The resources are keyed to the Standards of Practice for the Teaching Profession developed in Ontario, but the resources are open to teachers of any jurisdiction. The resources are organized under the Standards and linked to five major headings: (1) commitment to students, (2) professional knowledge, (3) teaching practice, (4) leadership and community, and (5) ongoing professional learning. Further links lead to print, media, and Internet resources associated with a given standard. The website is sponsored by the Ontario College of Teachers.

Teacher Evaluation Kit: Glossary.
Scriven, M., Wheeler, P. & Haertel, G.
Western Michigan University
2002
http://www.wmich.edu/evalctr/ess/glossary/glossary.htm
http://www.wmich.edu/evalctr/ess/glossary/
http://www.wmich.edu/evalctr/ess/glossary/glosover.htm

This cluster of websites promises some clarity with regard to the many facets of teacher evaluation. Originating from the Evaluation Center in Kalamazoo, Michigan, this set of websites presents a glossary of more than 350 terms related to teacher evaluation. The terms are defined concisely in the glossary. Further elaboration of the terms is to be found in the Teacher Evaluation Kit, which is available from the Evaluation Center (http://www.wmich.edu/evalctr). Supporting references for the glossary are also available (http://www.wmich.edu/evalctr/ess/glossary/glossref.htm).

Teacher Evaluation: Performance Standards.
2000.
Rockville, MD
http://www.mcps.k12.md.us/departments/personnel/te/philosophy.html

This website and related links present an overview of an integrated approach to teacher evaluation. The design of the Montgomery County Public Schools (MCPS) teacher evaluation system demonstrates how teacher evaluation and performance standards can be combined together with attention to professional growth and peer assistance. Teacher are simultaneously held to high performance standards and accorded the professional scope necessary to accomplish the complex task of improving student learning. To be successful, teachers are required to monitor information regarding students' performance and to adjust their teaching methods accordingly. Montgomery County Public Schools have adopted a challenging approach to teacher evaluation.

Teacher Growth, Supervision and Evaluation Policy Released: Regulations.
2003.
Edmonton, AB
http://www.education.gov.ab.ca/educationguide/pol-plan/polregs/215.asp

This webpage, updated in January 2003, states the policy of Alberta Learning affecting teacher evaluation. This policy is called the Teacher Growth, Supervision and Evaluation Policy. The requirement for an annual professional development plan is a significant component of the Alberta approach to teacher evaluation. The teaching quality standard is identified as an important criterion for teacher evaluation. The school principal exercises a prominent role in the supervision and evaluation of teachers. Teachers are entitled to know the specific reason for their evaluation as well as the processes and criteria to be used. Teachers are also entitled to receive a copy of the evaluation.

JOURNAL ARTICLES

Title:		Standards and Teacher Evaluation.
Source:		Education Update.Copyright © 2002 by Association for Supervision and Curriculum Development (ASCD). Volume 44, Number 1. http://www.ascd.org/readingroom/edupdate/2002/mcgreal.html http://www.ascd.org/publications/ed_update/200201/13.html
Author(s):		McGreal, T.
Abstract:		This succinct article delineates the context for current American trends regarding the topic of standards and teacher evaluation. Based on what is known today about effective teaching and the standards that arise from it, Dr. McGreal, a professor of educational administration at the University of Illinois at Urbana-Champaign, proposes three different tracks for teacher evaluation. The first track is for beginning teachers; the second track is for experienced teachers; and the third path is for teachers who are not performing adequately. McGreal is co-author with C. Danielson of Teacher Evaluation to Enhance Professional Practice (2000).
ISSN:		N/A
Title:		Through the Looking Glass: Teacher Evaluation Through Self-Reflection
Source:		The International Electronic Journal for Leadership in Learning. Copyright © 2001 by the International Electronic Journal for Leadership in Learning. Volume 5, Number 18. http://www.acs.ucalgary.ca/~iejll/index.html
Author(s):		Spitz, F.
Abstract:		In this refereed article, Dr. Spitz, Superintendent from the Readington Township Board of Education in New Jersey, narrates the experiences of her Board and teachers in implementing a new model of teacher evaluation in the late 1990s. The model implemented was influenced by Danielson's (1996) book Enhancing Professional Practice. Prior practices of teacher evaluation in this case had done little to promote teacher growth or improve the learning achievements of students. The model of teacher evaluation approved by the Board encouraged teachers to engage in reflection and to alter their practices to embody shared standards of excellence. References are included.
ISSN:		1206-9620
BOOKS
Title:		The National Board Certification Workbook: How to Prepare Your Portfolio.
Source:		Portsmouth, NH: Heinemann. (2003). Pages vii plus 94.
Author(s):		Mack-Kirschner, A.
Abstract:		This workbook is indicative of efforts under way in the United States to implement a voluntary national certification process for experienced teachers. Mack-Kirschner has worked with the National Board and offers constructive advice on how candidates can prepare their portfolios as part of the certification process. The various worksheets, inventories, reflections and other tools presented in the workbook assist candidates to meet the National Board standards. The workbook emphasizes assembling clear and persuasive evidence that a candidate's teaching practices do indeed meet the National Board standards.
ISBN:		0-325-00564-8
Title:		Teaching to the Standards of Effective Practice: A Guide to Becoming a Successful Teacher.
Source:		Boston: Allyn & Bacon (2003). Pages xii plus 292.
Author(s):		Wandberg, R. & Rohwer, J.
Abstract:		The authors direct the 12 chapters of this resource book to beginning teachers. Ten of the chapters in this workbook are set within the framework of the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. The topics range from "subject matter," "student learning," and "diverse learners" across the entire gamut of topic areas in which beginning educators will be interested. The resource is impressive in its use of special features in each chapter, including a statement of the relevant standard, consideration of performance indicators, engaging vignettes, supporting activities, and bibliography. The workbook also contains seven related appendices, including one appendix devoted to educational websites.
ISBN:		0-205-34407-0