I've been struggling with how do I truly improve teacher performance. Teacher performance is now synonymous with student achievement. We are all focused on student achievement, but looking at ways to improve our teachers would benefit everyone. Teachers are reluctant to open up to administrators because they feel that their instructional weaknesses would be reflected in TKES. While TKES is a requirement, building a culture that fosters true communication between evaluator and evaluatee is also necessary.
It is important that administrators focus on daily ways to truly impact teacher performance. I recently attended a conference that focused on instructional improvements. One session that caught my eye was about effective teacher feedback to improve student achievement. While the session focused on student achievement, it was overwhelmingly noted that if teachers received timely, focused feedback their performance will also improve. Teachers, like students, want to know how they are doing and how to improve their performance appraisal ratings. My struggle is differentiating between "official" feedback and just regular everyday feedback. Time is always a challenge, because when I do have time my feedback is directly related to TKES and it is "official." While feedback in any form could be beneficial, I think that informal feedback can be more impactful.
This week I'm challenging myself to work with at least three teachers to provide feedback that is not part of TKES. The feedback will be actionable. I want the teachers to use the feedback to make immediate changes to their instructional practices. As I was digging through all of my books related to instructional leadership, I ran across an awesome book- The Artisan Teacher by Mike Rutherford. The book provides information for individuals supporting and developing teachers. In order for me to begin the process of evaluating my feedback, I am going to have to make the time and really focus my efforts on improving teacher performance.
What are your thoughts about feedback? Does it impact your practice at all?
My first six years of teaching, I coached football. Teaching was a nuissance at best, however, I did not get one negative evaluation during that time. My class was simple: sit down, shut up and do the assignment on the board. I was terrible, but always got a proficient rating. How??? My kids were well behaved for the most part and that was all the AP's seemed to care about.
ReplyDeleteThen I got a principal who wanted improved scores on district tests -- she didn't give a damn about sports and made sure we knew it. She brought in new AP's and new dept heads, who were charged with improving instruction first and foremost. Observations and walk-thru's became a normal routine rather than a proscribed number of times per semester. The principal was highly visible, popping up in my room on several occasions. I quickly got with my department head and mapped out a road for improvement. Not only did the feedback help tremendously (particularly the informal ones), it became highly gratifying.
Yes, informal observations are important. I use to give "Glows and Grows" or record a great lesson and then show it in the faculty meeting.
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