Over the years the Maryland Education system has made changes in their process of evaluating teacher progress during a school year. During that time Maryland has adopted the Common Core Standards and has applied and was awarded a federal Race to the Top Grant. Apart of that process, Maryland made State assessment data that measure student growth apart of the evaluation process. Their goal was to identify and support educators who are effective to improve student growth. Their rationale behind this decision is to ensure that students have educators who are effective at increasing student achievement so they can be college and career ready. With that said, the State of Maryland has created an evaluation model where its based on two components,
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This model is a means to promote clear and meaningful conversations about effective teaching practice (www.danielsongroup.org). The one good thing about evaluating teachers based on this model is that it highlights the process of good teaching habits. It focuses on professional development, which should be “embedded and ongoing.” These professional developments involve teachers in the planning, delivering, and assessing of curriculum learning. These practices of professional responsibilities through growing and developing professionally can have an impact on new teachers but the downfall is that it can be repetitive for veteran teachers. This process can also overly work teachers over a course of a year, taking away time from grading and daily preparation. It also focuses on planning and preparation which Danielson includes knowledge of content, students, and resources, as well as designing coherent instruction and student assessments. With district schools populated differently, this can be a disadvantage for teachers in over populated schools, where resources are limited and levels of abilities are overwhelming. Using this model to evaluate a teacher with class sized of 20 students versus a teacher with class sizes of 36 can be unbalanced. The other two domains, classroom environment and instruction, can be seen as …show more content…
The differences between the two can be seen in the differential weighting of elements within professional practice. Prince Georges County divides the 12.5% Classroom environment by 10% FFT observations and 2.5% Student perception survey. It also divides the 12.5% professional responsibilities by 10% FFT observations and 2.5% professional growth. When focusing on student growth, Prince Georges County Public Schools State Assessment Data for all High Schools. 30% focuses on Student learning Objectives, 5% on High School Assessments, 10% on alternative locally selected assessments and 5% on local school progress index. For middle and elementary level schools, its 35% student learning objectives, 10% alternative locally selected assessments and 5% local school progress index. The State of Maryland focuses on student growth by 30% on annual Student learning Objectives with an even split determined by district school level and classroom level for both Middle and High
This model is a means to promote clear and meaningful conversations about effective teaching practice (www.danielsongroup.org). The one good thing about evaluating teachers based on this model is that it highlights the process of good teaching habits. It focuses on professional development, which should be “embedded and ongoing.” These professional developments involve teachers in the planning, delivering, and assessing of curriculum learning. These practices of professional responsibilities through growing and developing professionally can have an impact on new teachers but the downfall is that it can be repetitive for veteran teachers. This process can also overly work teachers over a course of a year, taking away time from grading and daily preparation. It also focuses on planning and preparation which Danielson includes knowledge of content, students, and resources, as well as designing coherent instruction and student assessments. With district schools populated differently, this can be a disadvantage for teachers in over populated schools, where resources are limited and levels of abilities are overwhelming. Using this model to evaluate a teacher with class sized of 20 students versus a teacher with class sizes of 36 can be unbalanced. The other two domains, classroom environment and instruction, can be seen as …show more content…
The differences between the two can be seen in the differential weighting of elements within professional practice. Prince Georges County divides the 12.5% Classroom environment by 10% FFT observations and 2.5% Student perception survey. It also divides the 12.5% professional responsibilities by 10% FFT observations and 2.5% professional growth. When focusing on student growth, Prince Georges County Public Schools State Assessment Data for all High Schools. 30% focuses on Student learning Objectives, 5% on High School Assessments, 10% on alternative locally selected assessments and 5% on local school progress index. For middle and elementary level schools, its 35% student learning objectives, 10% alternative locally selected assessments and 5% local school progress index. The State of Maryland focuses on student growth by 30% on annual Student learning Objectives with an even split determined by district school level and classroom level for both Middle and High