STANDARDS FOR EFFECTIVE TEACHING

1. STANDARDS FOR EFFECTIVE TEACHING Summary

2. The Search FOR THE Universal model of Effectiveness • Historically, teacher evaluation in the U.S. has been a search to identify the perfect research-based model that would serve a benchmark for evaluating the performance of teachers.

3. The History of the search for the effective teaching model • 1950’s –The focus was on finding teacher characteristics and personality traits that would be universally effective in positively affecting student learning. • 1960’s- The focus turned to appropriate models of teacher-student interaction. • 1970’s- Research centered on specific behaviors such as questioning, teacher expectations and management styles. • 1980’s- Widespread implementation of models direct instruction such as that of Madeline Hunter, professor of educational administration and teacher educationand the creator of the Instructional Theory Into Practice (ITIP) teaching model, an in-service/staff development program widely used during the 1970s and 1980s.

4. The History of the search for the effective teaching model • 1990’s- The focus was on multiple intelligences, authentic assessment and brain research. • 21st Century- The shift is now on national and state standards and to models of teaching for understanding. • Nolan and Hoover assert that evaluation standards should be created locally by the school district or adapted from standards by experts in the field of teacher evaluation.

5. Existing standards for assessing teaching Iwanicki’s Standards (1998) • Edward Iwanicki is a respected scholar in the field of teacher evaluation. Iwanickideveloped a set of standards (1998) for teacher evaluation focusing on 14 indicators of teacher effectiveness separated into 5 domains: planning, management of the classroom, instruction, assessment and professional responsibilities. Danielson’s Standards (2007) • Charlotte Danielson developed one of the most popular models for teacher evaluation (2007). Her model is compatible with the INTASC (Interstate New Teacher Assessment and Support Consortium) and NBPTS (National Board for Professional Teaching Standards). Danielson’s work serves as the basis for many school based evaluation modes and the Praxis III assessment developed by ETS (Educational Testing Service). She focuses on 4 domains: planning and preparation, classroom environment, instruction and professional responsibilities. Within the domains are 22 teaching components.

6. Existing standards for assessing teaching Ribas’ Standards (2005) • William Ribas, a practicing school administrator in Massachusetts offers 10 teacher performance standards for evaluating teachers. Ribas’ standards are similar to those offered by Iwanicki in that they seem to focus primarily on classroom observation as the data gathering tool. The National Board for Professional Teaching Standards (1999) • The NBPTS developed 5 core propositions about teaching that serve as the basis for teachers seeking national board certification.

7. Nolan and Hoover’s Evaluation standards The authors contend that the focus in teacher evaluation should be on 8 general standards and not on specific indicators. Additionally, rephrasing the teaching standards as questions drives the process of summative teacher evaluation and eliminates the checklist mentality. • The teacher possesses a deep understanding of the content that he or she teaches. • The teacher develops long-range plans that are appropriate for students and consistent with district curriculum and state standards. • The teacher uses a wide variety of instructional strategies including effective questioning to engage students in learning and promote deep understanding of content. • The teacher assesses student understanding frequently, provides feedback to students and uses assessment to plan instruction. • The teacher creates a positive classroom environment that is well organized and conducive to student learning and manages student behavior effectively. • The teacher understands and responds to a wide variety of student diversity, including cultural differences and special-needs students. • The teacher is a lifelong learner who seeks opportunities to reflect on his or her practice and grow professionally. • The teacher interacts professionally with families and colleagues and contributes to the school as an organization.