Chatting with the PrinciPAL
Teacher Evaluation Process - Observing Classroom Learning
One of my duties as principal of St. Paul School is to evaluate our classroom teachers each year. Actually, I enjoy visiting the classrooms and observing the learning that is taking place. The protocol used for evaluating teachers in the Diocese of Columbus is based upon 8 standards that are aligned with research-based evaluation best practice as follows:
1: Teachers in the Catholic Schools of the Diocese of Columbus know, understand and contribute to the integration of Catholic teachings and virtues throughout the curriculum and school culture as it supports faith formation and student learning.
2: Teachers understand student learning, development, and faith formation while respecting the diversity of students.
3: Teachers know and understand the content for which they have instructional responsibility.
4: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
5: Teachers plan and deliver effective instruction that advances the learning of each individual student.
6: Teachers create Christ-centered learning environments that promote high levels of learning and achievement for all students.
7: Teachers collaborate and communicate with students, parents, other educators,
administrators and the faith community to support student development, learning and faith.
8: Teachers assume responsibility for their professional academic/spiritual growth, performance, and involvement as an individual and as a member of a Catholic learning community.
The Diocese of Columbus Teacher Evaluation System was designed to develop teacher expertise and effectiveness with an emphasis on the integration of the Catholic faith throughout the curriculum, the formation of student lives, addressing multiple student outcomes and the use of robust data for instructional decision making. The framework includes:
I. Self Assessment through the Diocesan Standards for Teachers – Teachers complete & turn-in
II. Goal Setting and Professional Growth Plan – Goals developed as part of their self-assessment.
III. The Formal Observation Process – Observation of the implementation of a lesson/activity.
IV. Coaching and Formative Assessment – Feedback that provides observed areas of strength and areas of needed growth.
V. Collection of Artifacts and Evidence Indicators – Lesson plans, student artifacts, grade book, assessments
VI. Written Summative Evaluation
The data gleaned from this framework identifies opportunities for improving instructional strategies and developing professional development/training that provide continuous improvement and high levels of student achievement.