ED645 Evaluation & Assessment of Teachers Performance

for S2P 2013

Printer Friendly

Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 Evaluating and Assessing Teacher Performance


S2P 2013 EDS


Hunt, David Scott


Adjunct Professor


ED.D.  Superintendent
ED.S.  Principal
ME.D. Elementary Principal

Office Location

18400 E. 19th St. S.   Independence, MO 64057

Office Hours


Daytime Phone





Semester Dates

March 21 through May 9th

Class Days


Class Time

5:00 - 9:30 PM

Credit Hours



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

Teacher Evaluation-To Enhance Professional Practice

Author: Charlotte Danielson and Thomas L. McGreal

ASCD July 2000

ISBN10 0871203809

ISBN13 9780871203809

Additional Resources:


Priced Test Preparation:

The Official Study Guide, School Leaders Licensure Assessment, Test Code: 1011

This is a priced test perparation. Order from www.ets.org. This School Leaders Licensure Assessment Study Guide was created by ETS testmakers. 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. 

DESE website for PBTE information, guidelines, professional development, etc. 

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:

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 instructor’s role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including- writings, dialogues, quizzes, readings, lectures, examinations, videos and web sites.

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. Participation - Student attendance and participation is essential in achieving maximum learning.  It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment.  However, it is recognized that occasions do arise that necessitate being absent from a class.  Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.  (8 @ 20 points each = 160 points) (Participation will affect any or all of the learning outcomes for the course.)


2. Weekly Reflections- Each student will submit a weekly reflection starting with week two. The refelction page is to be submitted each class period and should include the student’s reaction to course activities (subject matter, discussions, comments, presentations, etc.) that occurred the preceding week. They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology. Each week’s reflection should be approximately one typed double spaced page 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, no 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 points) (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 (50 pts)

   3)  Interviews - 2 required/60 minutes each with reflection = 2 hours (30 pts)

                                                                                       Total Points:  160 points

A log will be kept of the field experience times.  (Assesses outcomes 2, 4, 5, 6, 7)


5. Final Examination – The student will demonstrate his/her personal knowledge, disposition and performance related to the teacher evaluation process through his/her response to a series of case studies and teaching scenarios. (100 points) (Assesses all outcomes)



Participation                     160

Weekly Reflections          140

Article Reviews                 80        
Field Experience              160

Final Exam                      100

Total                               640


576 - 640 – A

512 - 575 – B

448 - 511 – C

384 - 447 – D

    0 - 383 – 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:

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 includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness and excessive absences.


Course Topic/Dates/Assignments:







Discuss Course Syllabus

Chapter 1 and 2 Downey Text

Chapter 1 and 2 Danielson Text



Weekly Reflection #1 Due

Chapter 3 Downey text

Chapter 3 Danielson Text



Weekly Reflection #2 Due

Article #1 Due

Chapter 4 Downey Text

Chapter 4 Danielson Text



Weekly Reflection #3 Due

Chapter 5 Downy Text

Chapter 6 Danielson Text



Weekly Reflection #4 Due



Chapter 6 and 7 Downey Text

Chapter 7 Danielson Text



Weekly Reflection #5 Due

Article #2 Due

Chapter 8 Downey Text

Chapters 8 and 9 Danielson Text



Weekly Reflection #6 Due

Chapter 9 and 10 Downey Text

Chapter 10 Danielson Text




Weekly Reflection #7 Due

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 2012-2013 Graduate Catalog Page 21-22


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 2012-2013 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 course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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 .

Additional Information:



This material is protected by copyright and can not be reused without author permission.

Last Updated:1/24/2013 11:25:18 PM