Encouraged by Race to the Top and the Department of Education’s ESEA waivers, teacher evaluations moved into the education policy limelight during the last decade. Dozens of states updated antiquated systems–usually nothing more than a checklist of low-impact items–into multiple measure approaches with student achievement a preponderant component.
While this was a critical first step, too many frameworks failed to prioritize teacher development, becoming compliance exercises for school leaders. Fortunately, innovators across the country are re-imagining the design and implementation of evaluation frameworks into evaluation and development frameworks.
Over the next few months, we will share examples of these innovations from various partners and leaders in the field. In our first post on the topic, we share how two school systems are using frequent, unannounced observations to drive teacher development.
The Power of Frequent Observations
Observations have historically been rather formal exercises, often with scheduled pre- and post-conferences designed to provide teachers and administrators with dedicated time to plan for and then reflect upon a lesson. While there is immense value in these face-to-face interactions, they come with limitations. The heavy time burden for scheduling and completing these meetings limits the frequency in which they can occur. Often, administrators will only be able to visit one to three times in year, reducing the impact of their feedback and diminishing their ability to provide meaningful follow-up support. Announced observations also increase the opportunity for a lesson to be less reflective of a teacher’s true daily practice.
Many school systems across the country are taking a different approach to observations:
The Teaching Excellence Framework is used by more than a half-dozen independent charter schools in Delaware as part of the state’s educator evaluation regulation (Chapter 12, subchapter VII, Section 1270(f)) that allows LEAs to apply to implement an alternative teacher evaluation system. The framework was designed with frequent lesson observations at the heart of the overall plan for teacher development. Observations are 15-20 minutes in length and occur at least 8 times throughout the year. Following each observation, the observer utilizes the Teaching Excellence Rubric to assess the evidence in the lesson. A face-to-face debrief conversation occurs within one week in which the teacher and school leader determine concrete, actionable next steps. As a result, 95% of teachers surveys reporting feeling ‘positive’ to ‘very positive’ about the shift to the Teaching Excellence Framework. You can learn more about the Teaching Excellence Framework here.
Understanding the importance of excellent teachers, in 2014 the DREAM Charter School in New York City set out to revamp their system for teacher evaluation and recognition. Recognizing their teachers wanted more frequent feedback, the design committee at DREAM developed a system that would include:
- Five unannounced observations throughout the year in which a teacher’s manager or a secondary observer determine ratings on the DREAM Observation Rubric
- Bi-weekly unannounced observations in which a teacher’s manager provides feedback and direct support, including real-time coaching (no ratings)
All observations are followed by coaching conversations focusing on strengths and growth areas of the teacher’s practice as well as instructional next steps. Following the first year of implementation, one teacher praised the approach noting “it gives teachers clear take aways and next steps” while another said “it is streamlined [and] it pushes for development.” To learn more about DREAM Charter School, you can visit their website here.
What are other innovations around observation frequency? Add your ideas and/or experiences in the comments section below.