Tagged “Teacher Evaluation”

Whole Child Symposium

Teachers Are Not a Problem. They Are an Opportunity.

Written by Andy Hargreaves, the Thomas More Brennan Chair in the Lynch School of Education at Boston College. This article originally appeared on Education Week's Finding Common Ground blog.

Woody Allen quipped that when we face a crossroads in life that leads to utter hopelessness or total extinction, we should choose wisely between them. Yogi Berra said that if we come to a fork in the road, we should take it. When Eric Clapton went down to the crossroads, he just fell down on his knees.

In 2014, the future of teaching is at a gigantic global crossroads, but the choices need not be as oddball as the ones that the ABC's of Allen, Berra and Clapton offer us! Last week, the Unite for Quality Education movement, organized by the global teachers' union organization, Education International, met in Montreal to advance its campaign of providing universal and free access to quality teachers to all students. This is a bold goal—not just access to education, good or bad, in huge classes or less, with properly qualified teachers or not; but access to quality education and quality teachers for everyone.

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Klea Scharberg

FIT Teaching: The Tool Kit for High-Quality Teaching and Learning

FIT Teaching: The Tool Kit for High-Quality Teaching and Learning - ASCD Summer AcademyGet hands-on practice using the new FIT Teaching (Framework for Intentional and Targeted Teaching®) tool kit to help ensure high-quality teaching and learning. Join ASCD authors Douglas Fisher and Nancy Frey in a free webinar on June 4 to learn more.

Wednesday, June 4, 2014, 4:30 p.m. eastern time
Register now!

The synergy of all the tools in a teacher's tool kit is what makes for high-quality instruction. Based on the work of Fisher and Frey, the FIT Teaching® tool kit provides teachers with these tools and skills around four essential elements to help ensure high-quality teaching and learning in every classroom. The essential elements are:

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Klea Scharberg

Insights on Building School Morale

Building School Morale - ASCD Educational LeadershipFebruary 2014 issue of Educational Leadership explores why schools must become happier places for educators and how they can make it happen. Articles in this issue discuss both the reality that educators feel underappreciated and the small—or radical—changes everyone connected to schools can make to give educators reasons for optimism.

In her "Perspectives" column, Editor-in-Chief Marge Scherer notes that it's easy to list problems that contribute to low morale, but what is it that builds high morale? How do we rise above the anger and apathy engendered by simultaneously being treated as objects of distrust and being expected to change the world?

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Kit Harris, ASCD Research

ED Pulse Poll Results: Which Education Topic Will Be Most Worthy of Discussion in 2014?

ASCD continually seeks to provide solutions to the challenges that face educators of all levels. Recently, the ASCD SmartBrief ED Pulse poll asked readers what topics in education will be most worthy of discussion in 2014.

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Melanie Olmstead

From Educator Evaluation to Empowerment

Do you worry that the rush to implement new educator evaluation systems puts excessive strain on educators and compromises the systems' effectiveness? You aren't alone. In his latest column, ASCD Executive Director Gene Carter writes that evaluating educators "must occur alongside efforts to improve school climate, raise expectations for all students, and boost family and community engagement." Read the column to see why ASCD believes all educator evaluation systems should evaluate teachers only in the subjects they teach, include multiple measures, and inform personalized professional development.

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Donald Kachur

Teacher Walkthroughs Focusing on Student Learning

Engaging Teachers in Classroom Walkthroughs - ASCD

Although there is great value in observing peers teaching, for some classroom walkthroughs, teachers strictly focus their observations on student learning. This focus perfectly aligns with the second tenet of ASCD's Whole Child Initiative, "Each student learns in an environment that is physically and emotionally safe for students and adults," and the third tenet, "Each student is actively engaged in learning and is connected to the school and broader community." Instead of focusing on teacher behavior, observers watch and interact with students to determine their comfort level in learning and what they know and can do as a result of instruction.

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ASCD Whole Child Bloggers

Free Webinar: Walk-Throughs for Teachers Observing Peers

Join Donald Kachur, author of the new ASCD book Engaging Teachers in Classroom Walkthroughs, in a free webinar on learning how to plan and implement an engaging form of embedded professional development in which teachers are actively involved as observers of peers in classroom walk-throughs.

Tuesday July 30, 2013, 3:00 p.m. eastern time
Register now!

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Leader to Leader

If the Ladder Is Leaning on the Wrong Structure

At the recent ASCD Leader to Leader (L2L) conference, attendees had a series of passionate unconference conversations. Several groups refined their thoughts into a series of presentations to share with other attendees in an "idea marketplace." During the idea marketplace, unconference groups presented for four rounds of 10-minute sessions, giving their peers the opportunity to learn from several groups in one session.

This post, written by Jason Ellingson, an ASCD Emerging Leader and past president of Iowa ASCD, shares his group's experience. Join the conversation on Twitter by using the hashtag #ASCDL2L.

If the ladder is leaning on the wrong structure, it doesn't really matter if you can climb it.

At ASCD's L2L conference, participants were presented with an education forecast by the KnowledgeWorks organization that demonstrated a significant shift in the workforce and our education system. Based on the presentation, a group of us decided to focus on what new system of education would be needed to fairly prepare our students for this new workforce and new society.

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Melanie Olmstead

ASCD Advocates for Multiple Measures

No student, teacher, or school's performance should be determined using a single measure. As Congress attempts to reauthorize the Elementary and Secondary Education Act (ESEA), it has the opportunity to fix the currently exclusive emphasis on state assessments as the sole means of measuring student performance and school quality.

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ASCD Whole Child Bloggers

Supporting Teacher Growth with Instructional Rounds

Post written by Robert J. Marzano and Michael D. Toth

In Teacher Evaluation That Makes a Difference, our recommendations for best practices are based on the assumption that teacher evaluation should have two purposes—development and measurement—but that development should be the more important of the two. If districts and schools share this perspective, then they must provide teachers with direct support in their efforts to improve.

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