If you look into the near future of education in Virginia, you will see that more stringent standards and processes for teacher evaluation\u00a0may soon\u00a0be in place. The “40% Solution”\u00a0that is being reviewed is designed to align\u00a0successful student performance\u00a0with classroom observation, teacher evaluation and ultimately the evaluations for building principals.\u00a0\u00a0As building administrators prepare for the possible\u00a0developments and changes\u00a0in the process of\u00a0formative assessments, it is\u00a0 helpful to\u00a0read about\u00a0techniques used to help in\u00a0assisting classroom teachers during the evaluation process.\u00a0\u00a0School divisions in our nation\u00a0use a variety of formats for formative evaluation and some\u00a0effective\u00a0actions to consider from one school are listed below.<\/p>\n
In a recent article in the Huffington Post, an on-line news source, one practicing teacher\u00a0outlined the five steps\u00a0for evaluation employed by her department leader which she feels lead to her success as a teacher.\u00a0\u00a0Many of these practices are ones\u00a0you\u00a0may already be\u00a0using in your school now.<\/p>\n
1. My evaluator has strong content knowledge and credibility, so her feedback is useful, relevant, and actionable. 2. My evaluator pops into my classroom at least 10 times a year for 10-20 minutes, unannounced, announced or invited. 3. During her observations, my evaluator looks at student work and talks with students to guage understanding. 4. The main way my evaluator gives feedback is through short, verbal conversations very soon after each observation. 5. My evaluator aims, above all, to be useful.<\/strong><\/p>\n
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