Evaluating the results of school administration

Fischer Through the effective supervision of instruction, administrators can reinforce and enhance teaching practices that will contribute to improved student learning. By skillfully analyzing performance and appropriate data, administrators can provide meaningful feedback and direction to teachers that can have a profound effect on the learning that occurs in each classroom. Because student learning is the primary function of the schools, the effective supervision of instruction is one of the most critical functions of the administrator.

Evaluating the results of school administration

Fischer Through the effective supervision of instruction, administrators can reinforce and enhance teaching practices that will contribute to improved student learning.

By skillfully analyzing performance and appropriate data, administrators can provide meaningful feedback and direction to teachers that can have a profound effect on the learning that occurs in each classroom.

Faulty Logic

Because student learning is the primary function of the schools, the effective supervision of instruction is one of the most critical functions of the administrator.

If schools are to provide equal access to quality educational programs for all students, administrators must hold teachers accountable for providing an appropriate and well-planned program.

These programs include a variety of teaching strategies designed to meet the diverse needs of all students in our complex society. This chapter reviews areas of focus for teacher evaluation, the components of effective teaching, some basic strategies and procedures for data gathering and conferencing, and steps administrators should consider in the effective preparation of conference memorandums and letters of reprimand.

Approaches that are discussed which differ from existing procedures in the district should be used to stimulate discussion and prompt a review of current practices.

This process may lead to a restructuring of practices and procedures that could result in the enhancement of student learning.

Evaluating the results of school administration

Teacher Evaluation To enhance the professional effectiveness of the teaching staff administrators must be skilled in these areas: Expectancies for teacher performance were enacted by California State Senate Bill and are included in Section of the California Education Code.

This section requires the governing board of each school district to establish standards of expected pupil achievement at each grade level in each area of study. Under this code, evaluation and assessment of certificated employee competency are required in four areas.

Although this code section prohibits the evaluation and assessment of certificated employee competence by the use of published norms established by standardized tests, it does give the board of education of each district authority to adopt additional evaluation guidelines and criteria.

In addition, the school board in each district is required to establish and define job responsibilities of other certificated non-instructional personnel supervision or administrative positions whose responsibilities cannot be evaluated in the aforementioned four areas.

The ability to assess teacher competence in California in the four areas outlined in SB is a critical factor in achieving educational excellence and a positive learning experience for all students. In the following sections, methods that can be used to assess the competency of teachers in each of the four areas will be addressed.

Assessing Pupil Progress To assess student progress toward the established district standards and to facilitate the planning of various types of instruction, administration should ensure that teachers are utilizing information from a variety of valid and appropriate sources before they begin planning lessons or teaching.

It is important for the administration to note that information regarding students and their families is used by the staff for professional purposes only and is kept confidential as a matter of professional ethics.

Administrators should determine if teachers are using the numerous formative and summative diagnostic processes available to assist in planning meaningful instruction.

Formative measures include ongoing teacher monitoring of student progress during the lessons, practice sessions, and on daily assignments. Measures administered periodically like criterion-referenced tests, grade level examinations, or placement tests that are teacher-made or part of district-adopted material, also provide helpful information on the status of student learning as instruction progresses.

Summative measures like minimum competency examinations, district mastery tests, the California Assessment Program examinations, and standardized tests provide a different perspective from the ongoing formative measures. This type of data enables the teacher to evaluate the long-term retention rate of their students and to compare student learning on a regional, state, or national basis.

The administrators should verify that teachers are preparing and maintaining adequate and accurate records of student progress.

This will include the regular and systematic recording of meaningful data regarding student progress on specific concepts and skills related to the standards for each subject for the grade level or course they are teaching.

What We Learned As Principals

By utilizing ongoing information on achievement, teachers can maintain consistent and challenging expectations for all students. Students should be encouraged to participate in self-assessment as a way of motivating students to improve academic achievement.

Instructional Strategies When a profession deals with people, cause-and-effect relationships are never identified as certainties, only as possibilities.

Therefore, there are no certainties in teaching. It is a situational process requiring constant decision-making which, when properly implemented, increases the probability of learning. Research on teacher effectiveness has been intensified in the last two decades. The results have helped identify an instructional process that provides a solid and basic framework for planning instruction which is helpful in guiding the administrator in what to look for when visiting a classroom.

These steps include planning, preparing, presenting the lesson, monitoring student progress, and conducting practice sessions. Planning the Lesson Formulating a well-defined objective of the lesson is a critical first step as it provides the direction and framework for the decisions which will follow.

The objective should describe the specific content to be learned and the observable behavior the student will exhibit to demonstrate that learning has occurred. No matter how expertly the objectives are stated, objectives facilitate learning only if they are appropriate to the academic achievement of students.

A well-written objective includes specific information on what is to be included in the lesson and what is not. This specifically expedites the next step, which is the identification of sub-skills or sub-objectives.EVALUATING RESULTS OF SCHOOL ADMINISTRATION - includes organized school-based educational activities aimed at attaining specific learning objectives for a particular clientele, especially the illiterate adults and out-of-school youths.

accounting for student results in evaluation of teachers; and using teacher evaluation results to Evaluation and assessment frameworks have no value if they do not lead to the improvement. 3 schools. Evaluation and Assessment Frameworks for Improving School Outcomes.

The current emphasis on using more intensive supervision and evaluation of teachers to improve school performance illustrates this irony. According to Race to the Top guidelines, this more rigorous supervision process should influence a teacher's professional development, compensation, promotion, retention, tenure, and certification.

Evaluating the Results of School Administration and Supervision Organizational evaluation or assessment measures compare and analyze the coherence between results and specific objectives, and between specific objectives and general objectives of institutional projects, programs or plans.

Principal Evaluation Rubrics by Kim Marshall – Revised August 21, The rubrics are designed to give principals and other school-based administrators an end-of-the-year results-oriented mission statement. Produces a memorable, succinct, results .

Evaluating the results of school administration

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SUPERVISION OF INSTRUCTION