My FCTA Teacher Evaluation Task Force

Teacher Evaluation Task Force

Quality instruction is clearly the most important fact in improving student achievement. Our teachers are our most important instructional resource. The work they do in our classrooms every day makes the difference in the learning of our children, Our evaluation process should support excellent instruction and ongoing professional development. The current evaluation process, in place for over 30 years, falls short of that goal. Therefore, FCPS and FCTA have expressed an interest in working collaboratively to create a better evaluation system. To explore that possibility, a task force was assembled consisting of educators from across the spectrum – classroom teachers, principals, central office staff, et al. – and co-chaired by Michele Krantz (retired Associate Superintendent)and Nancy Dietz (FCTA President). Then Superintendent, Jack Dale, asked the group to research and develop recommendations for a teacher evaluation process that supports professional growth and student achievement, providing for the learning needs of our individual teachers and at the same time fulfilling the needs of the system. Our current superintendent, Linda Burgee directed the task force to continue this important work.

Before the first meeting in April, Michele and Nancy researched a number of teacher evaluation tools currently used across Maryland and the country, looking for models that could comply with the Superintendent’s charge. They selected the work of Charlotte Danielson as a possible place to start, distributed copies of her books, and arranged to have her come speak to the team in June. (For a summary of Danielson’s work, see Teacher Evaluation to Enhance Professional Practice.)

After much discussion, the task force members agreed unanimously to recommend Charlotte Danielson’s model for use in Frederick County. The benefits to teachers are numerous:

1         We wanted to find additional options to the formal observation. So much of what we do to help students can’t be discerned during a single classroom visit. Rather than just random observations, evaluations would be based on a variety of evidence, as well as ongoing, two-way communication about what the teachers want to highlight in their teaching.

2         We wanted to focus on student learning that is a result of quality teaching. Teachers’ subject areas are different; years of experience are different; strengths and weaknesses are different. In this new model, professional educators work collaboratively with their administrators and select the areas in which they wish to grow. Danielson’s work defines good teaching and provides rubrics to evaluate teachers’ performance.

3          We use assessment to give our students specific feedback on their progress and to determine each student’s needs for future instruction; why should we give our teachers anything less? Rather than another piece of paper to file away, an evaluation should provide the opportunity for individual reflection on the teaching practice.

During the 05-06 school year the task force will continue its efforts to reform the evaluation process. The task force is now chaired by FCTA President Gary Brennan (gbrennan@mstanea.org), Director of High Schools Ann Bonitatibus (ann.bonitatibus@fcps.org), and Director of Elementary Schools Vicky Stultz (vicky.stultz@fcps.org). Former FCTA President Nancy Dietz continues to work on the task force and provides the group with continuity and guidance.

Recognizing the need for training and resources, the team will recommend a long-term timeline, not sudden or immediate change. We recognize that before an evaluation system can be fully developed we need to first come to consensus as a system around the criteria that will be used to define good teaching. That is the first step in this important process.

This will be an active year for the task force, and they will keep you informed every step of the way. Look for updates in your e-mail and print newsletters, as well as an area on fcpsteach.net.

CONSENSUS DECISIONS OF THE TEACHER EVALUATION TASK FORCE 04-05 School Year:

-System will have two tiers, non-tenured and tenured.
-Determining the process for supporting unsatisfactory, tenured teachers will be deferred until later.
-Non-tenured focus areas for evaluations and observations will be identified using components of Charlotte Danielson's four domains.
-During the observation of non-tenured teachers any area may be addressed and unsatisfactory areas shall be addrressed immediately, even if they are not a focus area for that semester.
-Components for non-tenured evaluations are cumulative.
-Focus areas are the same for all levels and content areas.
-Minimal requirements for teaching in Frederick County Public Schools is that all areas are evaluated as at least at the basic levle with the emphasis on growing professionally.
-The process for tenure decision will be developed during the year.
-Appropriate assistance is immediately provided for all teachers who have an unsatisfactory component on an observation and/or evaluation.

TIMELINE FOR IMPEMENTATION OF NEW TEACHER EVALUATION SYSTEM:

-Spring 2006- a few individual teachers and administrators volunteer to field test the process or parts of the process.
-Fall 2006- training for schools piloting the system (elelmentary, middle, high).
-Spring 2007-pilots in trained schools with volunteers.
-Summer 2007-all administrators and central office stafff trained.
-Fall 2007-conty wide initiative: new teachers trained, staff development in-services.
-Fall 2008-new system fully implemented.