EDUC642_Case Study_Evaluation of Data for Teacher Evaluation_Pociask

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EVALUATION OF DATA FOR TEACHER EVALUATION 1 Case Study: Evaluation of Data for Teacher Evaluation Jessica Pociask Liberty University James Virtue, Ph.D. November 26, 2023

EVALUATION OF DATA FOR TEACHER EVALUATION 2 Case Study: Evaluation of Data for Teacher Evaluation Interpretation of Data and Recommendations The evaluation data for the sixth-grade teacher seeking tenure provides a comprehensive overview of various aspects of their teaching performance. Let's analyze the key findings from different data sets: 1. Student Achievement Growth Profile:  The teacher's efforts in the second year resulted in positive growth across all classifications in mathematics, language, social sciences, and natural sciences.  Although not meeting the expected +10 months in all cases, the improvement is evident, especially in natural sciences in the second year. 2. Time on Task Results (September 15):  The teacher's ability to keep students on task varies, with some students consistently on task, while others struggle.  This data suggests the need for targeted interventions to improve student engagement. 3. Pedagogical Interaction Results (October 21):  The teacher-to-group and teacher-to-individual interactions dominate, indicating an active teaching presence.  However, the significant number of non-instructional student-to-student interactions should be addressed. 4. Questioning Level Results (November 12):

EVALUATION OF DATA FOR TEACHER EVALUATION 3  The majority of questions fall within the knowledge/remember and application/apply categories.  Encouraging higher-level thinking and more varied questioning strategies could enhance the depth of understanding. 5. Modality Stimuli (December 9):  The predominant use of auditory stimuli may not cater to all learning styles, suggesting the need for incorporating visual and kinesthetic elements for a more balanced approach. 6. Auditory Reinforcement of Students (December 9):  Positive auditory reinforcement is observed, indicating an effort to acknowledge and encourage students. 7. Proximity (January 19):  The teacher's movement within 2 feet of students varies, suggesting inconsistent proximity.  Encouraging more frequent close interactions could enhance student engagement and attentiveness. 8. Verbal Zone (February 12):  The teacher's positioning throughout the lesson indicates mobility within different zones.  This suggests an active teaching approach, but further analysis is needed to correlate positioning with student engagement. 9. Instructional Flow (March 6):

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EVALUATION OF DATA FOR TEACHER EVALUATION 4  The breakdown of a 54-minute reading period showcases a structured instructional flow.  The incorporation of attendance, prayer, introduction, vocabulary review, silent reading, oral reading, and homework explanation reflects a comprehensive teaching strategy. Recommendations:  Acknowledge the positive growth in student achievement and the teacher's dedication to improvement.  Implement targeted interventions to address inconsistent student engagement and encourage on-task behavior.  Provide support for incorporating varied questioning techniques to stimulate higher-order thinking.  Encourage the inclusion of diverse modalities in teaching to cater to different learning styles.  Address the observed conflicts with the grade chair and consider allowing the teacher to choose a different grade level to create a healthier working environment.  Continue professional development and mentorship to support the teacher's ongoing growth and effectiveness in the classroom. Recommendation for Teacher Tenure with Targeted Support In the face of the current teacher shortage, the importance of every educator cannot be overstated. With schools grappling to fill vacancies and the demand for quality education growing, the role of each teacher becomes pivotal in shaping the future of our students. Every educator serves as a beacon of knowledge, guidance, and inspiration, contributing not only to

EVALUATION OF DATA FOR TEACHER EVALUATION 5 academic development but also fostering social and emotional growth. The teacher shortage underscores the urgent need to value, support, and retain existing educators who play a crucial role in molding the next generation. In many cases, schools and educational systems must place a higher emphasis on retaining developing educators. The case of the sixth-grade teacher entering her third year of teaching presents an opportunity for valuable intervention and support, ultimately recommending the teacher for tenure. Acknowledging initial concerns, the teacher underwent an intervention plan during the second year, focusing on classroom management and instructional strategies, as recommended by the principal and department chairman. Per School District of Osceola County’s Instructional Personnel’s Evaluation Model, this teacher would be listed as Developing (Ramie, 2023). As such, “When a teacher’s performance is determined to be less than effective, according to Article 12.11.1 (Appendix I) in the Teacher’s Contract, a conference will be held, and a professional improvement plan shall be developed jointly and/ or the individual professional development plan may be altered to address the concern” (Ramie, 2023). Therefore, all instructional personnel deemed Developing according to their observational data will be placed upon a professional improvement plan. In the self-evaluation, the teacher expresses significant professional growth resulting from interventions, reflecting commitment to continuous improvement in intelligences differentiation, classroom management, and lesson design. Despite potential concerns indicated by observation data, it's crucial to recognize the positive aspects of the teacher's journey. The teacher actively participated in shadowing, professional development, and clinical observation cycles during the intervention plan, showcasing genuine efforts to address identified concerns. While student achievement data for the first two years may not meet expected growth, the

EVALUATION OF DATA FOR TEACHER EVALUATION 6 complexities of a classroom should be considered. The focus on classroom management and instructional strategies intertwines, and the teacher's efforts to actively engage students should be commended. Observations pointed out concerns such as disciplinary referrals and instructional weaknesses, but these should be viewed as areas for growth rather than reasons for non-renewal. The December observation, emphasizing auditory learners and lacking visual stimuli, suggests a potential need for further support in instructional techniques. Moreover, the teacher's dedication to professional development indicates a willingness to learn and improve. The absence of immediate positive results may signal a need for ongoing support and mentorship rather than a lack of effort. The biblical principle of Proverbs 27:17, "Iron sharpens iron, and one person sharpens another," underscores the importance of supportive mentorship. Here the Bible underscores the importance of relationships and mentorship. In the context of professional development, mentorship aligns with the biblical principle of individuals sharpening and supporting each other. Mentorship involves imparting wisdom, guidance, and sharing experiences to help others grow (Zhang et al., 2019). If a personality conflict hinders the grade chair from serving as an effective mentor, allowing the teacher to work in a different grade could create a healthier environment for growth. The grade chair should strive to equip and grow the new teacher effectively, as expressed in Ecclesiastes 4:9-10, creating a cycle of mentorship and growth emphasizing the strength of community and the importance of supporting one another (Kwok et al., 2021). In a professional context, this translates to collaborative efforts, shared learning, and mutual support for the benefit of all individuals involved (Kwok et al., 2021).

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EVALUATION OF DATA FOR TEACHER EVALUATION 7 Considering the teacher's novice status, it's essential to emphasize the need for continuous intervention and support. Novice teachers, especially in their first two years, require assistance in developing pedagogical skills and professional practices. Further, taking into consideration the needs of the school and the district as it pertains to the shortage of highly effective and effective educators, leaders must be ready and willing to mentor, develop, and grow teachers that exhibit a passion for their students and a drive to learn better themselves (Da’as, 2020). Therefore, the recommendation is to grant tenure while implementing strategies for ongoing improvement and support. Further, the teacher's conflict with the grade chair is acknowledged, and considering the importance of mentorship, it's recommended that the teacher be moved to a different grade level vacancy for the next year based upon the needs of the school, the perceived strengths of the teacher, and the documented needs of the teacher to ensure the opportunity for her continued professional development and growth.

EVALUATION OF DATA FOR TEACHER EVALUATION 8 References BibleGateway. (2015). New International Version (NIV) - Version Information - BibleGateway.com . Biblegateway.com; BibleGateway. https://www.biblegateway.com/versions/New-International-Version-NIV-Bible/ Da’as, R. (2020). Between principals’ and a teacher’s perspective taking: The role of transformational and transactional leadership styles. International Journal of Leadership in Education , 26 (4), 1–23. https://doi.org/10.1080/13603124.2020.1850871 Kwok, A., Keese, J., Suárez, M. I., Mitchell, D., & Huston, D. (2021). Novice teacher vertical professional development? Exploring teachers’ and coaches’ beliefs throughout a two- year induction program. Learning Environments Research , 25 (2), 255–270. https://doi.org/10.1007/s10984-021-09360-3 Ramie, V. (2023). Instructional personnel evaluation system the School District of Osceola County: Dr. Mark Shanoff, District Superintendent . The School District of Osceola County. Zhang, S., Nishimoto, M., & Liu, K. (2019). Preservice teacher expectations of the principal’s role in teacher induction. New Waves Educational Research & Development , 72 (1), 72– 89.

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