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Description of the Evaluation Program
For this reflection paper I chose to look back at my first year as an elementary school assistant principal and the training and experience I had with the teacher evaluation process. The year was 2004 and during the first month of school I was assigned to participate in a three day training session on how to observe and assess teachers using the Formative Observation Data Instrument (FODI) and the Formative Observation Data Analysis (FODA) forms. I attended this training with six other new assistance principals from schools within the district. We learned the procedures and processes for evaluating teachers from a retired principal. With my newfound knowledge I returned to my school and began evaluating our 61 faculty members ranging from first year teachers to educators with more than 30 years experience.
As the year progressed I became more comfortable with the observation process though it often consumed a sizable portion of my time. In March I observed our music teacher, Mrs. X, who was new to our school and had recently returned to the district from Wake County. During the pre-observation meeting she informed me about her past teaching experiences and mentioned that she had taught for six schools and districts over the past ten years, never staying at one school for more than two years.
I observed one of Mrs. X’s general music lessons in the late morning with a class of 19 first grade students. I witnessed teaching and classroom management procedures that clearly needed improvement. The processes for having students enter the room and taking attendance occupied the first ten minutes of a 40 minute class period. The teacher showed a picture of Beethoven and talked about...
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...; Robert B. Meadows; Allen B. Dyal. "School principals' perceptions: the use of formal observation of classroom teaching to improve instruction." Education. Project Innovation (Alabama). 1995. Retrieved June 09, 2010 from HighBeam Research: http://www.highbeam.com/doc/1G1-17855124.html
Hollis, Jim. "From observation to insight: using handheld devices to gather information from classroom observations, principals can aggregate new knowledge about instruction and overcome the ambiguity of what is going on in the classroom." Leadership. Association of California School Administrators. 2010. Retrieved June 07, 2010 from HighBeam Research: http://www.highbeam.com/doc/1G1-218449016.html
Toppo, G. (2003). Who's Watching the Class? Retrieved June 7, 2010, from USA Today, http://www.usatoday.com. Web site: http://www.usatoday.com/tech/webguide/2003-08-10-webcams-usat_x.htm.
Technology is everywhere; in the home, office, restaurant and the classroom. As teachers, we need to begin to embrace this technology and apply it to our students’ lives. But this begins with the teacher’s attitude and according to Johnson,
Per Houser (2015) a program evaluation serves to “test theories, and develop practices and procedures” of intervention programs and it is intended for both the professional and scientific communities (p. 285). There are three types of program evaluations and they are based on program need, program implementation, and outcome of the program (Houser, 2015, p. 286). This paper will review the need, implementation and potential outcome of implementing a group counseling program for youth and their non-offending caregivers that have faced a trauma; after the completion of family sessions.
Program evaluation is a skill that requires for skilled people to conduct an evaluation that is credible. My reason for taking this class was to gain the basic understanding of the program evaluation. As I became involved in the readings and class assignments I discovered a profound level of respect for this application. I uncovered that evaluations should dedicate thoughtfulness to all stakeholders who are invested in the program and affected by its evaluation. This process allows a full range of people and groups to take part in the evaluation; this is also a way to identify and develop the needs of stakeholders. Evaluation should be integrated throughout the preliminary phases of program development. A preliminary phase of the evaluation process is to define the program in-depth detail. This collective endeavor can generate a mutual understanding of the program and the evaluation process. In the environment in which I work this is an unknown process, program evaluation happens at the end of the year. In most cases, most programs are unsuccessful because of the fact of having unrealistic goals and outcomes. Evaluations can be formative and summative. Formative evaluations are conducted in the development and implementation phase of the program. This process can be beneficial because it provides with information on how to best attain the goals or make changes to the program. Summative evaluations happen when the programs are well instituted and inform on to what degree the program is attaining its outcomes and goals (Patton, 1987).
Hospitalization among adolescent females in an inpatient psychiatric unit is fairly common. However, little research has been done on the topic. This qualitative research proposal will examine the reasoning behind the effects hospitalization has on these adolescent females, between the ages of 12-18, after they spent some time at Chicago Lakeshore Hospital. Self-reporting, via interviews and questionnaires, from hospitalized adolescent girls will be the manner in which the data will be collected. Since the length of hospital stays may vary, questionnaires and interviews will be conducted upon discharge in order to keep procedure unanimous.. A general inductive approach will be used to assess data collected from patients.
Strategies that worked in a classroom from 1996, may not work for todays student in 2015. As an administrator one must be able to adapt to change. Currently, the biggest wave of change shaped by the addition of mobile technology in the classroom. With this change in education, administrators must be willing to strategize and find ways to shape instructional strategies that reflect today’s classroom climate. Naturally, most administrators have not experienced the abundance of mobile technology in the classroom during their time in class as a teen. Today’s administrator must focus and find ways to incorporate mobile technology in the instructional
When an individual begins a new job, they are provided with a job description of their new position. The job description outlines their duties and responsibilities. It is imperative for the new employee to read and understand the expectations of them as they begin their new job. It is no different for a school counselor. The position comes with an outline of expectations and responsibilities that should be met each school year.
Public education in the United States of America continuously faces many challenges – diverse student body, overcrowded classrooms, and lack of resources. Besides, many think that in order to provide quality of education for all students we need to improve effectiveness of our teachers. It is necessary to evaluate existing school teachers routinely. However, it will not be sufficient for improving the teacher body overall. Not only have we needed to evaluate existing teachers. It is especially important to ensure that young inexperienced teacher candidates are prepared to educate all students and meet their academic needs. Ravitch points out that “we don’t need to hire bad teachers” ( 69??? ) Thus, we need to ensure that prospective teacher candidates upon their graduation possess necessary skills to support student learning and take charge of their classrooms from day one. That is why New York and 25 other states are currently in the process of changing the way they give their initial certification. The new legislation is expected to take place in New York State beginning May 1, 2014. All candidates graduating at that time and thereafter will be subjected to the new Teacher Performance Assessment or edTPA.
The observation helped me gain knowledge that will help me in the future. When watching Mrs. G, I noticed interactions with students are what led to a pleasant classroom environment. If I am able to interact with students the way Mrs. G did, I know I can be a triumphant teacher. Also, the observation taught me that my strengths play a key role in being a successful teacher. Observing this classroom has opened an unseen perspective that society is not fully aware of in the world of teaching.
However, many administrators are blind to these positive effects, and neglect to support music education in schools. This is nothing new however, music education has been struggling to stay alive in school curriculums for many years. Since the mid 1900s, music education has be...
devices in almost every classroom. Technology enhances learning, boosts confidence, and eliminates geographical limitations. Technology enriches learning by being able to come in different forms and do different things. "For lessons traditionally done with a paper and pencil, we now were able to do them in color, with animation, and with more depth and complexity"(McCollum). Teachers are now able to help stu...
Music teachers and educators must be as magnetic as possible in everything they do. In order to do that, music teachers and educators need to make a sturdy, personable impression
Wright, Vivian H. and Elizabeth K. Wilson. "Teacher’s Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom." 20.2 (2011): 48-58. Web. 13 Nov. 2013.
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
By permitting the use of cellphones in school, students can increase their knowledge and complete school work by using applications and other features on their smartphones. Teachers and students are now “using their phones as clickers to answer questions, providing feedback on student progress, and also to document labs, collaborate on group projects and capture teachers’ notes” (Higgins). Students like to do things the fun way, and by using their phones as clickers, they can learn and review for tests while having fun answering them on their phones. Students can use services on their phones to turn assignments in too. During group assignments, students can work right on their phones. If a student was absent one day, all another student has to do is send them the work they did with a touch of a button. Teachers usually move very fast when presenting information to students. By taking pictures of notes, it makes it easy for students to make sure they have all the notes without the teacher moving too quickly. They will be able to go home and review everything right there on that small little screen, hence increasing their knowledge. Additionally, “Students attending a field trip can snapshot a picture and capture their ideas” just by using the camera on...