ED645 Evaluation & Assessment of Teachers Performance

for F1P 2010

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Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


ED 645 Evaluation & Assessment ofTeachers Performance


F1P 2010 EDX


Singer, James D.


Director of Graduate Education Programs, Associate Professor


PhD--Administration and Foundations--Kansas State University
MEd--Administration--Washburn University
BEd--Education--Washburn University

Office Location

Downtown Campus, Suite 919

Office Hours

By appointment

Daytime Phone


Other Phone

816-213-9385 cell




Semester Dates

August 16-October 10, 2010

Class Days


Class Time


Credit Hours




Three-Minute Classroom Walk-Through: Book Coverby Carolyn J. Downey, Fenwick W. English, Betty Steffy
  • ISBN-13: 9780761929673
  • Pub. Date: 05/01/2004
  • Electronic Portfolio (Foliotek www.foliotek.com)

    Students must purchase a license to use the Foliotek electronic portfolio for their School for Education (SFE) portfolio, a graduation requirement; a license may be purchased for 3 yrs. - $87.00, 2 yrs. - $59.00, or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must contact Carol Williams via email at Carol.Williams@park.edu and provide your full name, student ID number, program (i.e., Educational Leadership Program), # of years you wish to purchase the Foliotek license, and an email address where you wish to be contacted. Within a few days, you will receive an email from Foliotek with online purchasing information. Upon receipt of this email, purchase your Foliotek contract. Upon receipt of your payment, you will receive your login information from Foliotek. You must then send a final email to Carol Williams (Carol.Williams@park.edu) requesting she provide your current education professors and academic advisor - list them - access to view your portfolio. It is imperative you complete this final step!!

    Textbooks can be purchased through the MBS bookstore

    Additional Resources:

    Recommended:  The Official Study Guide, School Leaders Licensure Assessment, Test Code: 1011, 2009:  --order from www.ets.org--eBook
    Test Code: 1011
    Free Test Preparation: Test at a Glance (PDF)
    Reducing Test Anxiety (PDF)
    Priced Test Preparation:
    Study Guide Study Guide (e-book)
    School Leaders Licensure Assessment Study Guide, Revised 2009
    This School Leaders Licensure Assessment Study Guide eBook was created by ETS test-makers. Available for immediate download, this guide contains content outlines, information on the types of questions found on the test, test-taking strategies, study topics with sample questions, and practice questions with correct answers and detailed explanations that present the basis for each correct answer

    McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
    Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
    Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
    Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

    Course Description:
    ED645 Evaluating and Assessing Teacher Performance: Designed to prepare the prospective school leader for evaluating and assessing teacher performance. Provides the student with knowledge of the principles of effective instruction and competencies related to preparing for the evaluation, assessing teacher behavior, and student growth, organizing and communicating with individual teachers, vocabulary, and clarity of writing, speaking, and listening skills. (A ten hour field experience component is required)

    Educational Philosophy:
    The facilitator's educational philosophy for this class is to examine best classroom educational practices and to determine how principals can evaluate the effectiveness thereof.  (ISLIC 1.3.2, 1.3.3 and 1.3.5).

    Learning Outcomes:
      Core Learning Outcomes

    1. Demonstrate knowledge and competency in the teacher evaluation process and how it applies to district policy, negotiated agreements and to understand teachers [1.3.2, 1.3.3, 1.3.5]
    2. Demonstrate knowledge and competency in instruction, classroom management and the principles for organizational climate as it affects the classroom [1.3.2]
    3. Demonstrate knowledge of the roles of the teacher and principal in the evaluation process [1.3.2]
    4. Demonstrate knowledge of the legal consideration involved in designing and/or writing teacher evaluations [1.3.2, 1.3.3]
    5. Demonstrate knowledge of student learning and progress indicators [1.3.2]
    6. Develop and apply professional strategies to assist in more productive classrooms [1.3.2]
    7. Analyze the teaching/learning process and its affect in the overall instruction in your school [1.3.2]

    Core Assessment:

    Class Assessment:
    Weekly written summaries of chapter materials and reflections thereon will be utilized for assessment.  Please note that selected assignments may be used in the portfolios of all educational leadership students. 


    Each weekly assignment will have 50 possible points (25 for information review and 25 for reflection).
    360-400 points--A
    320-359 points--B
    280-319 points--C
    240-279 points--D
    0-239 points-----F

    Late Submission of Course Materials:

    This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances.

    Classroom Rules of Conduct:

    *Respectful communication skills are to exhibited at all times.
    *The use of cell phones, during instructional time, is subject to approval of the instructor.

    Course Topic/Dates/Assignments:

    August 19
    Chapters 1 & 2
    Understanding the Rationale Underlying the Walk-Through and Reflective Practice Approach
    Conducting the Walk-Through Observation
    August 26
    Chapter 3
    Moving Staff to Reflective Inquiry:  Focusing on the Reflective Question and Conversation
    September 2
    Chapter 4
    Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-Through
    September 9
    Chapter 5
    Establishing Logistical Procedures for Implementing the Walk-Through Process
    September 16
    Chapter 6
    Cultivating the Culture:  Effectuating Change That Works
    September 23
    Chapter 7
    Using the Walk-Through Process to Promote a Collaborative, Reflective Culture
    September 30
    Chapter 8
    Determining Whether Walk-Throughs Are the Right Stuff
    October 7
    Chapters 9 & 10
    Understanding the Walk-Through as a Discursive Practice
    Linking the Walk-Through Process to a Model of Teacher Growth

    Academic Honesty:
    As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

    Academic Honesty:
    As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2010-2011 Graduate Catalog Page 20


    Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

    Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

    Park University 2010-2011 Graduate Catalog Page 20

    Attendance Policy:

    Instructors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2010-2011 Graduate Catalog Page 24

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


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    Last Updated:8/13/2010 11:03:00 AM