teacher evaluation in israel: potential for professional development michal beller

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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

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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)

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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).

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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

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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

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The framework for teaching – C. Danielson

http://www.danielsongroup.org/

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The National Board for Professional Teaching Standards

http://www.nbpts.org/

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A guide for candidates - NBPTS

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Professional standards - England

http://www.tda.gov.uk/

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The Excellence in Teaching Project - Chicago

http://www.chicagoteacherexcellence.org/

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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

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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

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Formative vs Summative

Professional DevelopmentFormative

TenurePromotionSummative

High Stakes

Different goalsDifferent tools??

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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

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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)?

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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?

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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?

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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.

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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

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Domains for teacher performance (1/3)

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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

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Tool for teacher performance evaluation

The tool enable drawing a teacher profile on different domains.

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A teacher’s profile

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Internet Based Questionnaire

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Collecting a range of evidence

Instructional materials

Personal work

plan

Classfile

Planninga study

unitStudent

performance

Researchproduct

Other ….

Observations

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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.

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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

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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

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A Window of Opportunity

EnhancedDialogue

Transparency

PedagogicalInvolvement

TeacherEmpowerment

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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.

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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)

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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

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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)

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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

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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)

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Future challenges

Additional burden on principals

Difficulty in evaluating teachers in subjects in which the principal is not an expert

Scalability

Sustainability

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כלי הערכה החל משנת תשע"א

מורים סגני מנהלים מנהלים

מטרות 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





המעריך המנהל/ת המנהל/ת המפקח/ת

מדדי ההצלחה מהי הוראה במיטבה

תפיסת תפקיד תפיסת תפקיד

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כלי הערכה חדשים – החל מתשע"געו"ה ממקצועות

הבריאותיועצות

חינוכיותגננות




כלי ההערכה מחוון התפתחותי מחוון התפתחותי מחוון התפתחותי








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

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התאמת כלי הערכה קיימים

מורים לחינוך גופני

מתמחים מורים לחינוך מיוחד


קבלת רישיון ופיתוח מקצועי

יפותחבהמשך

כלי ההערכה מחוון התפתחותי מחוון התפתחותי






המעריך המנהל/תבשיתוף

המפקח/ת לחנ"ג

המנהל/ת בשיתוף המורה החונך

מדדי ההצלחה מהי הוראה במיטבה

מהי הוראה במיטבה

teacher evaluation in israel: potential for professional development michal beller

Documents

evaluation processevaluation

evaluation rama

israelteacher evaluation

process of teacher evaluation

professional guidance

professional sensiti

national council

teacher teachers