© 2013 # 1
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Teacher Evaluation in Israel: Potential for Professional
Development
Michal Beller
Director-General of RAMAThe National Authority for Measurement and
Evaluation in Education
February 2013
© 2013 # 2
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
RAMA
An independent statutory unit - the National Authority for Measurement and Evaluation –RAMA - shall be established as the entity that leads and provides professional guidance to the education system with respect to measurement and evaluation.
RAMA will conduct periodic evaluations of the education system and evaluations in schools, and will publish its findings in an annual report submitted to the National Council for Education.
From the Dovrat National Task Force in Education (2004)
© 2013 # 3
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Teacher Evaluation Around the Globe
© 2013 # 4
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Teacher evaluation as a systematic process In systems in which a process of teacher evaluation was
implemented it was assumed that it would promote the following:
Definition of agreed upon measures with regard to teacher effectiveness
The quality of the actual classroom practice of teachers The development of an organizational culture that
supports feedback The continued professional development of teachers The improvement of the quality of student learning (Satain,
Stoelinga & Brown, 2009).
Significant relations were found between principals' orientation toward the promotion of pedagogical processes in school, including the provision of feedback for the improvement of teaching in the classroom, and promoting student achievement (Hopkins, 2003; 2006).
So far, no significant relation was found between teacher evaluation and student achievement (Satain, Stoelinga & Brown, 2009).
© 2013 # 5
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
For the teacher
Teachers attest to a raised level of reflective awareness and orientation towards improvement in response to the process.
Deepening of the personal dialogical relations with the principal and staff, that support planning, feedback and focus on their essential needs for professional development .
Teachers noted the contribution of the conversation before the observation, attending to the considerations that guided their planning.
Teachers appreciate the principals’ interest in the difficulties they face, and this is a basis for deepening the teacher-principal relations.
Opportunities in the evaluation process
© 2013 # 6
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
For the principal
Focuses principals on pedagogical processes for bettering teaching through training and feedback.
Principals report an improvement in their professional sensitivity when carrying out observations.
Principals understand the relationship between teaching performance and the need for professional development of teachers.
Principals note that despite the large amount of time devoted to the process, it is essential and worthwhile as it brings them closer to teachers.
A contribution is apparent with regard the discourse between principals and their colleagues (community of principals) related to difficulties and dilemmas in the process of evaluation.
An on-going support which contributes to addressing difficulties in the work of the principal as an evaluator.
Opportunities in the evaluation process
© 2013 # 8
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
The framework for teaching – C. Danielson
http://www.danielsongroup.org/
© 2013 # 9
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
The National Board for Professional Teaching Standards
http://www.nbpts.org/
© 2013 # 10
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
A guide for candidates - NBPTS
© 2013 # 11
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Professional standards - England
http://www.tda.gov.uk/
© 2013 # 12
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
The Excellence in Teaching Project - Chicago
http://www.chicagoteacherexcellence.org/
© 2013 # 15
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Range of evaluation tools usedIn Chicago and Portugal the following appear together with the evaluation tool:
Observation and a conversation prior and after the lesson
Determining required goals for each teacher that are approved by the school administration
Self evaluation includes the contribution of the teacher in achieving the goals, mainly those related to the improvement of learning outcomes
A standard tool that documents teacher performance in relation to different dimensions
Additional evidence such as diplomas for completing training, pedagogical tools the teacher designed or used and tools for assessment of students' achievement and/or progress
Evaluation is not only done by the principal, but also by role holders in school
Professional external evaluators are available for schools to receive assistance in teacher evaluation according to the need
Supporting the teacher in implementing the fair and thorough evaluation
© 2013 # 16
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Teacher Evaluation in Israel
© 2013 # 17
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Teacher evaluation in Israel
Teacher evaluation in primary and secondary schools is a ministry policy and part of the official contracts with the unions.
In primary schools it is required for:
determining tenure
promotion to the highest levels during service
professional development
In high schools it is required for:
individual award for distinguished teachers
accumulation of points for advancement of distinguished specific role holders in schools
professional development
© 2013 # 18
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Formative vs Summative
Professional DevelopmentFormative
TenurePromotionSummative
High Stakes
Different goalsDifferent tools??
© 2013 # 19
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Collaboration with all stakeholders The Ministry of Education:
The Pedagogical Administration: Elementary and Secondary Education
The Administration for Teacher Training and Professional Development
The Pedagogical Secretariat The Religious Education The Administration for Social and Youth
The Arab, Bedouin, Druze and Circassian Departments Educational Psychological Department Special Education Department
District heads and inspectors
School principals and teachers
The Israeli Institute for Educational Leadership
Teachers’ unions
© 2013 # 20
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Questions How to reconcile the tension between formative
and summative evaluation of teachers? How to implement formative evaluation that would later be
used in summative evaluation? Can formative evaluation be preserved?
Can the same instrument be used for both formative and summative evaluation or should there be two different instruments?
Do countries use different instruments for different roles and/or different aims?
Can a detailed instrument that includes a range of indicators and that is designed for formative evaluation also suit summative evaluation?
Can the use of an identical instrument for formative and summative evaluation inspire a different "spirit" in the process teacher evaluation (a process that is both bottom-up and top-down)?
© 2013 # 21
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Questions Should pupil achievement be used in evaluating
teacher performance?
Should teachers' knowledge be evaluated through achievement tests?
Does teacher evaluation improve teaching and learning?
What should happen in the evaluation process that would bring about improved teaching?
How can teachers be empowered through the process of teacher evaluation? What actions are needed for this to be accomplished?
How can teachers be encouraged to benefit from the process of teachers evaluation for improving their work?
© 2013 # 22
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Questions Who should be the evaluator/s? Internal vs.
external by a professional? What knowledge is required by the evaluator?
What is the weight of his/her evaluation in the final evaluation?
Should the teacher's self evaluation be included ?
Should other staff members from school (coordinators/peers) take part in the summative evaluation of teachers in their school? What is the potential and what are the risks?
How should multiple evaluations be weighted?
What is the place of the school context in teacher evaluation?
To what extent can the school and/or classroom complexity be "taken into account" in teacher evaluation?
© 2013 # 23
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Basic assumptions The process of teacher evaluation, their active participation and
involvement in the process, will contribute to the improvement of teaching and promotion of student learning and well-being.
Teacher self-evaluation and the evaluation by the principal of teachers' work will contribute to the image of the teacher and to fostering learning processes and continual improvement
Constant and continual improvement of teachers is based on respect, trust, fairness, reflective dialogue and cooperation.
Teacher evaluation is an important component of the role of the school principal and in establishing administrative quality and accountability for the development of human capital in his/her school
Teacher evaluation will strengthen the status of teachers and the teaching profession through the design of professional identity, continued professional development, examining the suitability to teaching, and provision of tenure, promotion in terms of rank and roles.
© 2010 # 24
National Authority for
Measurement and
Evaluation inEducation
RAMA
A multi-facet tool for assessing teacher performance, covering the duration of the teacher’s professional career
Teachers are assessed by their principals who received prior training in teacher evaluation
Self evaluation as part of the process
Characteristics of the Israeli tool for teachers evaluation
© 2013 # 25
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Domains for teacher performance (1/3)
© 2013 # 26
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Domains for teacher performance (2/3)
© 2013 # 27
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Domains for teacher performance (3/3)
© 2013 # 28
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Distinguished Skilled Basic Unsatisfactory
The teachers’ professional development scale The evaluation scale indicates the level of expected teacher performance on different development stages and within different domains:
Do
ma
ins
for
Teac
her
Pe
rfo
rman
ce
Master
© 2013 # 29
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Tool for teacher performance evaluation
The tool enable drawing a teacher profile on different domains.
© 2013 # 30
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
A teacher’s profile
© 2013 # 31
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Internet Based Questionnaire
© 2013 # 32
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Collecting a range of evidence
Instructional materials
Personal work
plan
Classfile
Planninga study
unitStudent
performance
Researchproduct
Other ….
Observations
© 2013 # 33
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
The Evaluation Process
© 2013 # 34
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
The process of teacher evaluation (1/2)
The principal presents the process of teacher evaluation to the teaching staff
The principal presents the tool for teacher evaluation to the evaluated teacher at the beginning of the year, including the evaluation process, its stages, and time line throughout the year
During the year the principal will carry out at least two documented observations of the teacher's lessons and also an observation of an individual instructional session.
Prior to the lesson observation the principal will hold a discussion with the teacher in order to collect information about the context in which the lesson is taking place and the lesson's goals.
Following the observation of the lesson the principal will hold a feedback discussion with the teacher, as close to the time of the observation as possible.
© 2013 # 35
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
The process of teacher evaluation (2/2)
The teacher will also provide a self evaluation based on the same four dimensions of evaluation
Teacher evaluation will be based on the integration of information gathered from various sources.
At the end of the year the principal and teacher will discuss the summative feedback
Goals will be set together for the professional development of the teacher
© 2013 # 36
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Implementation
The evaluation system was first implemented in primary schools system in September 2010
Each teacher who is a candidate for tenure is evaluated -- about 6,000 teachers at the beginning of their career have been evaluated so far
It is recommended that each teacher at the middle levels (up to 13 years experience) will be evaluated once in three years -- about 1,000 teachers at middle levels have been evaluated so far
Teachers at the higher levels (over 13 years experience) are evaluated for promotion -- about 1,000 teachers at the higher levels have been evaluated so far
This year the use of new adapted evaluation tools will be implemented for : interns, kindergarten teachers, counselors and health workers
© 2013 # 37
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Evaluation in Service of Professional Development
© 2010 # 38
National Authority for
Measurement and
Evaluation inEducation
RAMA
A Window of Opportunity
EnhancedDialogue
Transparency
PedagogicalInvolvement
TeacherEmpowerment
© 2013 # 39
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Voices from the field
There is an overall agreement that teacher evaluation is one of the main roles of the principal, and that the annual evaluation of a significant number of teachers facilitates meaningful change in school:
Enables the principal to locate and identify needs, problems and points requiring improvement on the level of the school.
Promotes pedagogical professionalism of the principal in general, and in processes of observation and evaluation in particular.
Creates a language, concepts and pedagogical emphases for the whole school, fosters school dialogue.
Creates and strengthens group work, peer study. Allows for the improvement of the teachers’ teaching and
learning processes. Empowers teachers and ensures their professional
development.
© 2013 # 40
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Evaluation profiles and teaching improvement
Teacher
School: Identify directions of professional
development for teaching staff
Sub
ject
: Ide
ntify
the
need
for
spec
ializ
ed
prof
essi
onal
dev
elop
men
t for
teac
hers
of
diff
eren
t sub
ject
s
System: Identify directions of professional development for
all teachers (e.g., giving feedback to students)
© 2013 # 41
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Evaluation in the service of PD (1/3)
School
District
Country
Class
Multi-dimensional The complexity of instruction is
expressed through the multiplicity and range of dimensions, these allow for identifying the strengths and weaknesses and creating profiles
Developmental continuum The behaviors are described on
a developmental continuum from entry into teaching and up to the level of specialization
© 2013 # 42
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Evaluation in the service of PD (2/3)
School
District
Country
Class
Agreed upon measures Evaluation encourages dialogue
among different stakeholders based on a common language, together with it being dynamic and suited to the context in which it occurs
Direct evidence The evaluation is based on
evidence that is collected directly from instruction (including observations of lessons)
© 2013 # 43
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Evaluation in Service of PD (3/3)
School
District
Country
Class
A variety of evidence The collection of a range of
evidence shedding light on the teachers work in and out of the class
Self evaluation Strengthens the potential for
development, reflectivity and progress
© 2013 # 44
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Future challenges
The tension between the role of the principal facilitating professional development of teachers, and determining their future career
The need for professional development of principals with regard to the knowledge and deep understanding of pedagogy and formative evaluation
Coping with possible hurdles in implementing processes of teacher evaluation (e.g., teacher unions)
© 2013 # 45
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Future challenges
Additional burden on principals
Difficulty in evaluating teachers in subjects in which the principal is not an expert
Scalability
Sustainability
© 2013 # 46
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
© 2013 # 47
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
Thank you!
© 2013 # 48
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
כלי הערכה החל משנת תשע"א
מורים סגני מנהלים מנהלים
מטרות קביעות, קידום ופיתוח מקצועי
קביעות, קידום ופיתוח מקצועי
קביעות, קידום ופיתוח מקצועי
כלי ההערכה מחוון התפתחותי מחוון התפתחותי מחוון התפתחותי
תהליך ההערכה
שנתי, דיאלוגי, מסתמך על מידע בר הגנה (ראיות
ותצפיות), הערכה עצמית
שנתי, דיאלוגי, מסתמך על מידע בר הגנה (ראיות
ותצפיות), הערכה עצמית
שנתי, דיאלוגי, מסתמך על מידע בר הגנה (ראיות
ותצפיות), הערכה עצמית
המעריך המנהל/ת המנהל/ת המפקח/ת
מדדי ההצלחה מהי הוראה במיטבה
תפיסת תפקיד תפיסת תפקיד
© 2013 # 49
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
כלי הערכה חדשים – החל מתשע"געו"ה ממקצועות
הבריאותיועצות
חינוכיותגננות
מטרות קביעות, קידום ופיתוח מקצועי
קביעות, קידום ופיתוח מקצועי
קביעות, קידום ופיתוח מקצועי
כלי ההערכה מחוון התפתחותי מחוון התפתחותי מחוון התפתחותי
תהליך ההערכה
שנתי, דיאלוגי, מסתמך על מידע בר הגנה (ראיות
ותצפיות), הערכה עצמית
שנתי, דיאלוגי, מסתמך על מידע בר הגנה (ראיות
ותצפיות), הערכה עצמית
שנתי, דיאלוגי, מסתמך על מידע בר הגנה (ראיות
ותצפיות), הערכה עצמית
המעריך המנהל/ת בשיתוף מומחה תחום
המפקח/תבשיתוף המנהל/ת
המפקח/ת
מדדי ההצלחה תפיסת התפקיד בפועל
הסטנדרטים בייעוץ החינוכי
ותהליך ההערכה לשם מתן רישיון
ייעוץ
כלי הערכה להעצמת הגננת -
קווים מנחים לעשייה החינוכית
© 2013 # 50
National Authority for
Measurement and
Evaluation inEducation
RAMA
Teacher Evaluation Around the Globe
The Evaluation Process
Evaluation in the Service of Professional Development
Teacher Evaluation in Israel
התאמת כלי הערכה קיימים
מורים לחינוך גופני
מתמחים מורים לחינוך מיוחד
מטרות קביעות, קידום ופיתוח מקצועי
קבלת רישיון ופיתוח מקצועי
יפותחבהמשך
כלי ההערכה מחוון התפתחותי מחוון התפתחותי
תהליך ההערכה
שנתי, דיאלוגי, מסתמך על מידע בר הגנה (ראיות
ותצפיות), הערכה עצמית
שנתי, דיאלוגי, מסתמך על מידע בר הגנה (ראיות
ותצפיות), הערכה עצמית
המעריך המנהל/תבשיתוף
המפקח/ת לחנ"ג
המנהל/ת בשיתוף המורה החונך
מדדי ההצלחה מהי הוראה במיטבה
מהי הוראה במיטבה