ED645 Evaluation & Assessment of Teachers Performance

for F2P 2011

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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.

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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


F2P 2011 EDZ


McKinley, Janis L. (Jan)


Assistant Professor of School For Education


BS Elementary Education - Northeastern State University
MS Reading Specialist - Northeastern State University
Ed.D. Administration Leadership - St. Louis University

Office Location

Downtown Campus, Suite 919

Office Hours

By appointment

Daytime Phone





Semester Dates

October 17 - December 9, 2010

Credit Hours



Title:  The Three-Minute Classroom Walk-Through, Changing School Supervisory Practice One    
          Teacher at a Time
Author:  Carolyn J. Downey, Fenwick W.English, Betty Steffy
Publisher:  Corwin Press, 2004
ISBN:  9780761929673
Electronic Porfolio (Foliotek) www.foliotek.com

Students must purchase a license to use the Foliotek electronic portfolio for their School for Education (SFE) portfoio, a graduation requirement; a license may be purchased for 3 years - $87.00, 2 years -$59.00, or 1 year - $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:

     Priced Test Preparation:  
     The Official Study Guide, School Leaders Licensure Assessment, Test Code:  1011
     This is a priced test preparation.  Order from www.ets.org.  This School Leaders Licensure Assessment Study Guide 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.
     Free Test Preparation:     Test at a Glance (PDF)  www.ets.org
                                               Reducing Test Anxiety (PDF)  www.ets.org
     Title:    Guidelines for performance-based teacher evaluation.
     Author:  Missouri Department of Elementary and Secondary Education.  (1999).  

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:
EDU645 - 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.  The course will focus on examples of effective and not so effective evaluations of teachers by principals. (A ten hour field experience component is required).


Educational Philosophy:

The facilitator's educational philosophy for this class is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to 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:

1.  Attendance - Attendance will be recorded each Monday.  Attendance will be a minimum of two check-in/correspondence with the instructor each week.  No points.

2.  Weekly Reflections - Each student will submit a weekly reflection starting with week two.  For this independent study the weekly reflection will include a summarization and reflection of the text's chapters for that week.  The reflection page is to be submitted via email to the instructor on Monday of each week.  It should also include the student's reaction to course activities (field experience, subject matter, discussions, comments, presentations, etc.) that occurred the preceding week.  It may also include a response to a question posed by the facilitator.  They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology.  Each week's reflections should be approximately two typed double spaced pages in length.  These are personal reflections.  They are what you think and believe related to what you are learning.  Whereas your comments are your personal beliefs and reactions, they will be assessed based on how they relate to the previous week's activities, not on the positions taken.  (7 @ 20 points each =  140 pts.)  (Assesses outcomes 1,3,5).
3.  Article Review and Presentation - Each student will research, read and summarize 2 articles related to best practices in teaching.  Also, the review should include not only best practices in instruction, but specific observable behaviors that a supervisor should look for when doing an evaluative observation.  An oral presentation to the class and a few questions to stimulate discussion will be required.  (2 @ 40 points each = 80 pts).  (Assesses outcomes 2, 5, 7)
4.  Field Experience - Students will observe teachers in a classroom/school setting by conducting a mixture of walk-throughs and observations.  Each student will script the observations and write up their observations including strengths and weaknesses in the instructional process and the development of constructive comments for the teacher.  Students will write up their walk-through observation in terms of the five step structure and also a reflective paragraph on the observation.  Interviews of teachers and/or principals will be required.  
   1)  Walk - Throughs - 10 required 30 minutes each with reflection = 5 hrs (80 pts)
   2)  Observations - 3 required/60 minutes each with reflection = 3 hrs (48 pts)
   3)  Interviews - 2 required/60 minutes each with reflection = 2 hours (32 pts)
                                                                                       Total Points:  160 points
A log will be kept of the field experience times.  (Assesses outcomes 2, 4, 5, 6, 7)
5.  Week 4 & Week 5 Informational/Reflective Papers - 50 points each (Assesses all outcomes)

6.  Final Examination - The student will demonstrate his/her personal knowledge, disposition and performance related to the teacher evaluation process through his/her responses to a series of questions.  One observation will be scripted and reflected upon for best teaching practices.   (Assesses all outcomes)
      a.  Essay questions - 50 pt.
      b.  Extra Observation of classroom teacher - scripting and write-up of the observation - 30 pt.
      c.  PPT Presentation of District PBE and State PBE - 20 pt.
  ** Syllabus is subject to change.


 Grading Plan:                                       Scale
Wk4 & 5 Papers            100                    522 - 580   A
Weekly Reflections         140                    464 - 521   B
Article Reviews                80                     406 - 463   C
Field Experience             160                     348 - 405   D
Final Exam                     100                        0 - 347   F
Total                             580

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.  This 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:

Students whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University.  Such behavior inlcudes, but is limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness and excessive absences.  Respectful communication skills are to be exhibited at all times.  The use of cell phones during instructional times is subject to approval of the instructor.

Course Topic/Dates/Assignments:

Week 1 - October 17
Course Overview
Discuss Syllabus
Chapter 1 and 2:  Introduction to Walk-Through Process
Week 2 - October 24
Weekly Reflection #1 Due
Chapter 3:  Reflective Inquiry
Week 3 - October 31
Weekly Reflection #2 Due
Article #1 Due
Chapter 4:  Taxonomy of Reflective Questions 
Week 4 - November 7
Weekly Reflection #3 Due
Chapter 5:  Managing the Walk-Through Process
Written informational/reflective paper (2 pages) on Mo State Performance-Based Teacher Evaluation
Week 5 - November 14
Weekly Reflection #4 Due
Chapter 6 & 7:  Promoting a Collaborative and Reflective Culture
Written informational/reflective paper to Compare/Contrast State PBE and your District's
Week 6 - November 21
Weekly Reflection #5 Due
Article #2 Due
Chapter 8:  Is the Walk-Through Process a Lasting Innovation?
Week 7 - November 28
Weekly Reflection #6 Due
Chapter 9 & 10:  Making Walk-Throughs Work and Linking with a Model of Teacher Growth
Week 8 - December 5
Weekly Reflection #7 Due
Presentation of Teacher Evaluation System (Power Point)
Final Exam

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 2011-2012 Graduate Catalog Page 21


Plagiarism is 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 2011-2012 Graduate Catalog Page 21

Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25
Professors 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 in excess of two class periods in an 8 week term will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action.  Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class. (es).  Park University 2011 - 2012 Graduate Catalog Page 25.

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:10/11/2011 8:56:40 PM