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ED 645 Evaluating and Assessing Teacher Performance
Otto, Michael


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COURSE SYMBOL AND NUMBER:  ED 645

COURSE TITLE: Evaluating and Assessing Teacher Performance

COURSE DESCRIPTOR:

TERM COURSE BEING TAUGHT:  Summer, 2005

NAME OF FACULTY MEMBER: Michael J. Otto

TITLE OF FACULTY MEMBER: Assistant Professor of Education

FACULTY OFFICE LOCATION: Parkville, Copley 324

FACULTY OFFICE HOURS: Monday through Thursday, 1:00 to 2:00 pm

FACULTY OFFICE TELEPHONE NUMBER: 816.584.6303

FACULTY PARK EMAIL ADDRESS: Michael.otto@park.edu

OTHER FACULTY EMAIL ADDRESS:

FACULTY WEB PAGE ADDRESS:

DATES OF THE TERM:  June 6 through August 1

CLASS SESSIONS DAYS: Mondays

CLASS SESSION TIME: 5:00 to 9:30 PM

PREREQUISITE(S):

CREDIT HOURS: 3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: Designed to assist the prospective administrator in the evaluation and assessment of teacher performance.  The course is designed to provide the student with knowledge of principles of effective instruction; 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 old examples of effective and not so effective evaluation of teachers by principals.

FACULTY’S EDUCATIONAL PHILOSOPHY:

My educational philosophy as an instructor of education is based upon my past and current experiences as an educator, administrator, parent, current board of education member, doctorial student, and community person.   Therefore, it is my belief that learners must be engaged in their learning with a focus on class discussions, presentations, projects, lectures, research, and writings.  It is critical that the learner explore ideas and issues surrounding today’s education institution. 

 

COURSE OBJECTIVES:

At the conclusion of this course the student will be able to:

[Interstate School Leaders Licensure Consortium Standard]

 

  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]

 

  1. Demonstrate knowledge and competency in instruction, classroom management and the principles for organizational climate as it affects the classroom [1.3.2]

 

  1. Demonstrate knowledge of the roles of the teacher and principal in the evaluation process [1.3.2]

 

  1. Demonstrate knowledge of the legal consideration involved in designing and/or writing teacher evaluations [1.3.2, 1.3.3]

 

  1. Demonstrate knowledge of student learning and progress indicators [1.3.2]

 

  1. Develop and apply professional strategies to assist in more productive classrooms [1.3.2]

 

  1. Analyze the teaching/learning process and its affect on the overall instruction in a school [1.3.2]

 

 

COURSE TEXTBOOK(S):

Missouri Department of Elementary and Secondary Education.  (1999).  Guidelines for performance-based library media specialist.  Jefferson City, MO: Author.  Available at: http://www.dese.state.mo.us/divteachqual/profdev/LMS.pdf

 

Missouri Department of Elementary and Secondary Education.  (1999).  Guidelines for performance-based professional school counselor evaluation.  Jefferson City, MO: Author.  Available at:  http://www.dese.state.mo.us/divteachqual/profdev/Counselorscorrected2.pdf

 

Missouri Department of Elementary and Secondary Education.  (1999).  Guidelines for performance-based teacher evaluation.  Jefferson City, MO: Author.  Available at: http://www.dese.state.mo.us/divteachqual/profdev/Teachers%20Guidelines.pdf

 

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS:

Work is expected on time.  Points will be subtracted for late work.  (10% off of grade for late work)

Ie., Not prepared to present when your date is scheduled

 

 

 

 

 

COURSE ASSESSMENT:

1) Weekly Reflections (300 Points) (3)

You will submit a weekly reflection journal starting with week two.  The reflection journal should include your reaction to course activities (subject matter, class discussions, comments, presentations, etc.) that occurred the preceding week.  Each journal should be approximately about three pages, typed, and double spaced.  THESE ARE PERSONAL REFLECTION JOURNALS, IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING.

 

2) Personal Philosophy of Teacher Evaluation (200 Points)

The student will develop a philosophy statement related to his/her beliefs related to Teacher Evaluation.  The philosophy statement will be based on course readings, discussions and activities as well as your personal experiences.  (Three to four pages)

 

3) Article Review – The student will research, read, and summarize two articles related to best practices in teaching.  A two to three page (typed double space) written summary will be required as will an oral presentation to the class.  The presentation should address not only best practices in teaching, but also the specific observable behaviors that a supervisor should look for in the evaluation process. (2 @ 50 points each = 100 points)

 

4) Evaluations – The student will watch and react to 4 teaching scenarios.  S/he will identify strengths and weakness in the instruction process and develop constructive comments for an evaluation post conference.  (4 @ 25 points each = 100 points)

 

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 vignettes, documents, and/or case studies.  (100 points)

 

6) 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. (100 points)

 

CLASSROOM RULES OF CONDUCT:

 

Students are expected to:

 

·        Attend class on a regular basis. Come to class on time.

·        Hand in assignments on time (see course map for specific due dates).

·        Take each exam when scheduled (see course map for specific due dates).

·        When submitting assignments (e.g., formatting, citations, references, etc.), follow guidelines provided in the Publication Manual of American Psychological Association (5th edition), (2002).

(See http://captain.park.edu/education/Resources/resources.htm for general        guidelines).

·        Come to class prepared to participate in a meaningful way on the topic of the day.

·        Ask questions.

·        Listen respectfully to others’ points of view, comments, and presentations.

·        Support others’ success.

 

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 American with Disabilities Act of 1990, regarding students with disabilities and, to the extent 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: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Tentative Course Map

 

Class

Session

 

Date

 

Topics/Assignments

1

June 6

 

Introductory Activities- Get acquainted, review course syllabus, course expectations, etc. 

State of Public Education, What is Effective Leadership?

Professional Organizations, Review of ISLLC Standards

The Ten Commandments of Leadership

What does Effective Teacher Evaluation Encompass?

2

June 13

Weekly Reflection Due, Read pages 1-26 of Guidelines for Performance-Based Teacher Evaluation

Article Review #1 Due/Presentations

3

June 20

Weekly  Reflection Due,

Read pages 1-25 of Guidelines for Peformance-Based Library Media Specialist Evaluation and pages 1-38 of Guidelines for Performance-Based Professional Counselor Evaluation

4

June 27

Weekly  Reflection Due,

Personal Philosophy of Teacher Evaluation Due

Guest Speaker

5

July  11

 

Weekly  Reflection Due,

Article Review #2 Due/Presentations

6

July 18

Weekly  Reflection Due,

Review various forms found in appendices of the Guidelines for Performance-Based Teacher Evaluation manual

Review, analyze, and summarize a teaching situation.  Prepare formative and summative comments of the observed teaching process.  Conduct role play pre and post evaluation conference.

7

July 25

Weekly Reflection Due,

Review, analyze, and summarize a teaching situation.  Prepare formative and summative comments of the observed teaching process.  Conduct role play pre and post evaluation conference.

 

8

August 1

Activity: In-baskets, Review of course objectives, Discussion and Application

The Effective Principal: Putting it all Together

 

 

 

 

 

 

 

 

 

GRADING PLAN:

The final grade will be based on the percentage of total points earned.

 

            A = 90 – 100 %                                  

            B = 80 – 89  %                       

            C = 70 – 79 %            

            D = 60 – 69%             

            F = 59% or lower        

           

Points may be earned as follows:                                                Points

§         Weekly Reflections                                                 300

§         Educational Philosophy                                            200                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

§         Article Reviews                                                      100

§         Evaluations                                                             100

§         Final Exam                                                              100

§         Participation                                                            100

 

                                                            TOTAL POINTS:     900