My blog is KellyRainey.blogspot.com

As the most significant resource in schools, teachers are critical to raise education standards. Improving the efficiency and equity of schooling depends, in large measure, on ensuring that teachers are highly skilled, well resourced, and motivated to perform at their best. “Raising teaching performance is perhaps the policy direction most likely to lead to substantial gains in student learning” (OECD, 2005). In turn, the effective monitoring and evaluation of teaching is central to the continuous improvement of the effectiveness of teaching in a school. It is essential to know the strengths of teachers and those aspects of their practice which could be further developed. From this perspective, the institution of teacher evaluation is a vital step in the drive to improve the effectiveness of teaching and learning and raise educational standards. I hope to learn about meaningful, effective evaluations implemented with both students and  on teachers.

In my opinion, meaningful teacher evaluation involves an accurate appraisal of the effectiveness of teaching, its strengths and areas for development, followed by feedback, coaching, support and opportunities for professional development. It is also essential to celebrate, recognize and reward the work of teachers. “Research results reveal that the great majority of teachers report that the appraisal and feedback they receive is beneficial, fair and helpful for their development as teachers” (OECD, 2009b).

In program evaluation, the importance of looking for side effects, especially negative ones, has to be considered against the need to put a major effort into assessing progress toward intended outcomes. When program evaluators work cooperatively with developers in making program goals explicit, both the program and the evaluation seem to benefit.

References

OECD (2005), Teachers Matter: Attracting, Developing and Retaining Effective Teachers, OECD,

Paris

OECD (2009b), Creating Effective Teaching and Learning Environments: First Results from

TALIS, OECD, Paris.

“On October 9, 2012, the State Board of Education adopted Ohio’s Early Learning and Development Standards in all domains of school readiness to reflect the comprehensive development of children beginning at birth to kindergarten entry and kindergarten thru grade 3. The development of these early childhood education standards represented a collaboration between state agencies serving young children including Ohio Department of Education, Ohio Department of Job and Family Services, Ohio Department of Health, Ohio Department of Mental Health, Ohio Department of Developmental Disabilities, and the Governor’s Office of Health Transformation. The state agencies worked with national experts and writing teams made up of Ohio-based content experts and stakeholders to revise and expand the standards” (Ohio Dept. of Education, 2012). The links to these standards are: http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand

http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Ohios-Kindergarten-Through-Grade-3-Learning-and-D

One policy called the Diversity Strategies for Successful Schools Policy, addresses that the State Board once more reaffirms its longstanding commitment to diversity and alleviating racial isolation within Ohio. A few concepts that stood out to me in this policy are that “Districts are Encouraged to Support, Expand, and Improve Diversity Training for Teachers, Administrators, and Board Members, Districts are Encouraged to Support Structured Community Involvement in Schools and Improve Community Relations, and . Districts are Encouraged to use Curricula, Instructional Materials, and Educational Methodologies that Support Diversity and Achieve the Benefits of Diversity” (Ohio Dept. of Education, 2012). Below is the link to this particular policy:

http://education.ohio.gov/getattachment/State-Board/State-Board-Reports-and-Policies/Diversity-Strategies-Policy/2012_EqualEducationalOpportunity_OhioSchoolsDraftPolicy_Final.pdf.aspx

According to the NAEYC’s policies and standards “Teachers are members of learning communities. Accomplished teachers participate actively in their learning communities to promote progress and achievement. They contribute to the effectiveness of the school by working collaboratively with other professionals on policy decisions, curriculum development, professional learning, school instructional programs, and other functions that are fundamental to the development of highly productive learning communities. They work collaboratively and creatively with families and the community, engaging them productively in the work of the school and cultivating students’ connections with the opportunities, resources, and diversity they afford” (NAEYC, 2012).

There are also ten links to Early Childhood Generalist Standards Statements. “These standards serve as the basis for National Board Certification in Early Childhood/Generalist”(NAEYC, 2012).  The link to this document is as follows: http://www.nbpts.org/wp-content/uploads/EC-GEN.pdf

“The Ohio Department of Education created assessment development committees to review test questions and to help set scoring parameters. Ohio stakeholders serve on these committees. To allow as many stakeholders as possible an opportunity to serve, the Department will periodically rotate current members off the committee so that new members can join”(Ohio Dept. of Education, 2012).  Below is the link to this policy on Assessments: http://education.ohio.gov/Topics/Testing/Assessment-Committees

Questions:

1. What are your state’s policies on diversity in public schools?
2. How does your state compile assessment policies?
3. Does your state have state standards from birth through 3rd grades? (curious if they are universal in all states).

References

Center on Enhancing Early Learning Outcomes. (2016). State-by-state. Retrieved from

http://ceelo.org/state-information/state-map/

Dennis, L. R., Rueter, J. A., & Simpson, C. G. (2013). Authentic assessment:

Establishing a clear foundation for instructional practices. Preventing School Failure, 57(4), 189–195.

NAEYC, (2012). Early Childhood Generalist Standards. Retrieved on September 5, 2017

from: http://www.nbpts.org/wp-content/uploads/EC-GEN.pdf

Ohio State Department of Education, (2012). Diversity Strategies for Successful

Schools Policy. Retrieved on September 5, 2017 from: http://education.ohio.gov/getattachment/State-Board/State-Board-Reports-and-Policies/Diversity-Strategies-Policy/2012_EqualEducationalOpportunity_OhioSchoolsDraftPolicy_Final.pdf.aspx

Ohio State Department of Education, (2012). Kindergarten Through Grade 3 - Learning

and Development Standards. Retrieved on September 5, 2017 from: http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Ohios-Kindergarten-Through-Grade-3-Learning-and-D

Ohio State Department of Education, (2012). Birth Through Kindergarten Entry - Learning

and Development Standards. Retrieved on September 5, 2017 from: http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand

Ohio State Department of Education, (2012). Assessment Committees. Retrieved on

September 5, 2017 from: http://education.ohio.gov/Topics/Testing/Assessment-Committees