7 teacher evaluation rubric & closure.doc

8/14/2019 7 Teacher evaluation rubric & closure.doc

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Trainer Plan: Day 7

Objectives:

Materials:

course evaluation form teacher rubrics for discussion

Abdellilahs rubric for discussion

Teacher competencies from binders

Time Participants will beable to

Rationale Procedure Materials & Comments

108:!

Participate in awarm-up

Warmup: Two truths and a lie Katherines adverb game

!0 Ta"e in homewor" for #upervisor manual on $bservation and %eedbac"

&istribute name list for 'ertificates so that the( can chec" their contact details

Promise to send an email from me to ever(one) so that the( have each others email) aswell as Kathleens

"upervisor ManualAs" them to coordinate together so that*a+ When the( have time) and if the( want to) the( send me more sections from the front

pages of the binder, We tal"ed about #A# . p /) Teacher 'ompetenc( %ramewor" . P

) and Teacher &evelopment, deall() the results of this will be a collaborationbetween (ou *and if possible) other inspectors+, Kamel and 2ustafa have agreed to bethe liaison on this, Were hoping that it will be possible to send us a s(nthesis ratherthan 30 different documents, Please wor" with K or 2 to coordinate, want to suggestits Kamel who is the first point of contact on this part of the pro4ect,

*b+ 2ustafa will as" the new supervisors what the( want to have included in the binder ands(nthesi5e and send me the results

*c+ %or the moment) the( should contact me with 6uestions about the binder, Kathleenwor"ed for W7 for !/ (ears but is now in a contractor role with World 7earning, willbe wor"ing with 'arlos in a pro4ect management role and will probabl( become theprimar( pro4ect management contact,

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8:!

Teac'er CompetenciesWe onl( 4ust started to loo" at the teacher competencies) but were going to do some morewor" toda(,The( are a wor" in progress and we reall( want (our input,

f (ou have an( comments or refinements) we reall( want to ma"e them useful to (ou as

supervisors in guiding the teachers to *a+ wor"ing within the A8% and *b+ improving thestandard of teaching in Algeria more generall(,

9ou are the ones in the best position to provide input into these competencies,

*Kathleen sa( something about the redundanc(+

nvite someone to be a coordinator on this part of the pro4ect, #upervisors will send thatperson their ideas and that person will s(nthesi5e and be in communication with me, *couldit be someone other than Kamel2ustafa+

Teac'er (valuation Rubric

'learl() the rubric needs to be aligned with the teacher competences) and until these arefinali5ed) creating a national teacher evaluation rubric will be difficult,

We will ma"e final decisions about how were going to deal with this piece after the sectionon the rubric later this morning,

)lossaryWell wor" on something and send it to (ou for (our additions*

Curriculum Document#till a draft, 7et us "now (our thoughts, Kathleen

"now (ou have a lot of 6uestions and uncertainties) but for the time being) d li"eto move to the wor"shop) the session on rubrics, Those are essential, The rest canwait

;uestions about administration 2ight need to deal with these privatel( or later

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4/6

!0!:!

4rea. 8nd at10:30

=0

:+!

&eveloping a rubricfor teacherperformanceevaluation

&eveloping a rubric for teacher performance evaluation

1,[10] Whole group, Write 6uestions on whiteboard) elicit answers) and write them up,What is the purpose of the instrument (ou want to create

Whois it forHow do (ou want it to be used

!,@10Pairs, >et out the instruments from &a( B, 2a"e a list of the positive aspects of eachinstrument that (ou would li"e to see incorporated into a performance evaluation,Add other aspects,

3, @10 Whole group, Put together a master-list:

Colunteer scribe writes a list on poster paper, 8ach pair sa(s one) dont restate,Are there other criteria the( want to add

B, @10 Abdellilahs instrument,As" him to describe it, $therswe clarif(,

R54R6C"

Inspectors comments on the difference between assessing a piece of writing first withouta rubric and second with a rubric:

D The first wa( was unfair because it was too 6uic"E using the rubric slowed down theprocess *and gave a basis for assessment decisions+D The rubric made me more positive in m( assessment, saw learners progress andpotential for improvement, The first time focused on mista"es or what the( lac"ed,D The rubric is diagnosticE it identifies areas that need improvementE it helps teachersdevise remedial wor"D Fsing the rubric was time-consumingD f there are too man( criteria in the rubric) it ma( discourage the teachers from using it,D The rubric doesnt allow for holistic impressionsD There should be an order of priorit( for the criteriaD #coring is an issue) for eGample) the piece of writing ma( be completel( off topic butcoherentHwhat "ind of score should it receive

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A summar of the ad!antages and concerns about rubrics:

A&CA?TA>8#

%airness because basis for assessment is spelled out

Practical tools that enable ob4ective assessment

Positive) constructive leads towards progress Ielps teachers target wea"nesses for students to remediate

&etailed

Ielps teachers eGpand view of output

'$?'8?# TIAT ?88& T$ J8 A&&8##8&

7earners might be discouraged b( details

7earners see tas" is bigger than it reall( is

7earners ma( overestimate themselves and stop ma"ing efforts

Iow does it personali5e learning

#pecific mista"es are not addressed

Time consuming

Iow to ma"e it accessible for learners

The( ma( be too broad for assessment but useful for teaching

Where and how should teachers communicate the results of the scoring with a rubric

11:!0

:1!

8valuation

:1!+:!!

Closure

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7 teacher evaluation rubric & closure.doc

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