3 ideas to improve the quality of education
Idea shared by James Kauffman - September 27 at 3:30 PM
What do we know about how teachers should be evaluated to achieve an improvement in educational quality?
Here are three suggestions:
First, there is qualitative evidence that teacher evaluation should be based on professional standards, indicators associated with the pedagogical practice, student learning, professional contributions, and measures of collaborative work.
A recent evaluation reviewed research on successful teacher evaluation and concluded seven criteria for a successful teacher evaluation system.
Teacher evaluation should be based on professional standards associated with teaching.
Evaluation should include multifaceted evidence of teaching practice, student learning, and professional contributions made.
Evaluators should be trained to evaluate and provide constructive feedback and support the teacher's learning process.
Evaluations should be accompanied by useful feedback and a link to professional development opportunities. Evaluation should include a measure of teachers' collaborative work to promote mutual support.

Expert teachers should be part of the support and assistance for new teachers and for teachers who require additional support.

Finally, teachers and administrators should oversee the evaluation process to ensure that the information has the necessary content and quality.

Second, we know that the inclusion of student performance works in favor of students even though it results in a partially unfair allocation of teacher awards.
Evaluating teachers based on their students' performance would reflect factors beyond their control because a child's learning depends on other factors such as the student, parents, administrators, and institutions. Parents most concerned about their children's education select the best schools for their children, creating differences in student composition among schools.
Comparing teachers from similar socioeconomic groups reduces the problem but does not solve it.  An alternative is to evaluate teachers based on the average change in student performance. This measure varies greatly between generations of students for the same teacher and between tests. Therefore, this measure is unstable and unreliable.
On the other hand, there is an improvement in student learning when a financial incentive to the teacher is linked to student performance (here, here, and here). Moreover, there is evidence that teachers are likely to know its effectiveness.
Therefore, linking teacher evaluation to student performance could attract individuals with greater potential to be more effective teachers in the profession. Thus, the inclusion of student performance in teacher evaluation favors students, but teachers who face poor complementary inputs faceless recognition.
Third, we know that teacher evaluation improves educational quality that depends on complementary inputs.
For teachers to improve their practice, they must use evaluation information to identify needs specific to their group, develop improvement strategies and take action.
Teachers must have the time to reflect and the necessary support to translate this reflection into improved practice for this to happen. Improving educational quality is a process that requires continuous learning.
In conclusion, teacher evaluation is a tool for improving educational quality that depends on complementary inputs and ideally should consider professional standards, indicators associated with the pedagogical practice, professional contributions, measures of collaborative work, and student learning.
In case it had occurred to you, what you think of your teacher may not matter. You may believe that the best teachers are the ones who give you the best grades.

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