The summer of 2011, the State of Tennessee implemented a new comprehensive system that is based on student outcomes to act as an evaluation system statewide for public educators. The evaluation system, often referred to as TEAM, stands for the Tennessee Educator Acceleration Model. The Tennessee TEAM Teacher Evaluation system has several strong attributes but overall can be biased based on the evaluator while negatively impacting the confidence and morale of the teacher. The TEAM systems goal is intended to promote students growth through frequent observation, constructive feedback, meaningful professional development or training and student data oriented.
The TEAM system focuses on five different areas to assess educators. The inception of …show more content…
The first rubric is based on planning, which covers a broad range of the planning that goes into a single lesson, as well as the plans after the lesson. Planning scores is based around instructional goals, content standards, quality of student assignments, as well as classroom assessments. The second rubric of the TEAM system is the Environment, which is based on four subcategories of the environment the teacher has in place. The Environment rubric includes classroom expectations, students behavior management, classroom environment, and respectful classroom culture. The third rubric within the TEAM model is based upon the professionalism of the educator. The professionalism rubric contains four areas used to grade the educator: Professional growth and learning, use of data to guide classroom instruction, school and community involvement, and leadership. Each of the four areas under the professionalism rubric are based the involvement of the educator outside of the classroom within the school system and its activities. The fourth rubric of the TEAM system covers classroom instruction. The Classroom Instruction Rubric covers twelve categories, which include the following: Standards and Objectives, Motivating Students, Presenting Instructional Content, Lesson Structure and Pacing, Activities and Materials, Questioning, Feedback, …show more content…
A five being that the teacher is “significantly above expectations” while meeting or exceeding each item in the rubric. A three being that the teacher is “at expectation”, while meeting each item in the rubric. And a one being that the teacher is “significantly below expectations” while meeting each item in the rubric. While there is not directly a two or three on the scale, evaluators can assign a two or four if the educator meets all the criteria in the rubric below the number and meets at least one to three bullets in the next rubric. Each educator in a public school will receive either four or six observations a year based on their teaching license. Of the observations, half will only be used to score on the Planning rubric and last for at most fifteen minutes. The other half of the observations will last the length of the class and be based on the nineteen items under the Instruction, Planning, and Environment rubric. The TEAM system calls for, “at least half of all observations will be unannounced” (MeasuringTeacherEffectiveness). After each evaluation, the observer will hold a meeting with the educator where they will receive written feedback and details of the
The TEAM system focuses on five different areas to assess educators. The inception of …show more content…
The first rubric is based on planning, which covers a broad range of the planning that goes into a single lesson, as well as the plans after the lesson. Planning scores is based around instructional goals, content standards, quality of student assignments, as well as classroom assessments. The second rubric of the TEAM system is the Environment, which is based on four subcategories of the environment the teacher has in place. The Environment rubric includes classroom expectations, students behavior management, classroom environment, and respectful classroom culture. The third rubric within the TEAM model is based upon the professionalism of the educator. The professionalism rubric contains four areas used to grade the educator: Professional growth and learning, use of data to guide classroom instruction, school and community involvement, and leadership. Each of the four areas under the professionalism rubric are based the involvement of the educator outside of the classroom within the school system and its activities. The fourth rubric of the TEAM system covers classroom instruction. The Classroom Instruction Rubric covers twelve categories, which include the following: Standards and Objectives, Motivating Students, Presenting Instructional Content, Lesson Structure and Pacing, Activities and Materials, Questioning, Feedback, …show more content…
A five being that the teacher is “significantly above expectations” while meeting or exceeding each item in the rubric. A three being that the teacher is “at expectation”, while meeting each item in the rubric. And a one being that the teacher is “significantly below expectations” while meeting each item in the rubric. While there is not directly a two or three on the scale, evaluators can assign a two or four if the educator meets all the criteria in the rubric below the number and meets at least one to three bullets in the next rubric. Each educator in a public school will receive either four or six observations a year based on their teaching license. Of the observations, half will only be used to score on the Planning rubric and last for at most fifteen minutes. The other half of the observations will last the length of the class and be based on the nineteen items under the Instruction, Planning, and Environment rubric. The TEAM system calls for, “at least half of all observations will be unannounced” (MeasuringTeacherEffectiveness). After each evaluation, the observer will hold a meeting with the educator where they will receive written feedback and details of the