SCORE Evaluation - Full Report | Page 16

Supporting Effective Teaching in Tennessee: Listening and Gathering Feedback on Tennessee’s Teacher Evaluations Project COACH •  horter, more frequent, and unannounced observations have in many instances reduced teacher S anxiety and enabled educators to observe authentic instruction. Teachers are observed at least six to eight times a year through shorter, unannounced walkthroughs. In a survey conducted in Hamilton County, 96 percent of teachers said they “are comfortable receiving constructive feedback from administrators at my school,” and 91 percent of teachers agreed that the verbal feedback they have received has been helpful in improving their classroom instruction. Sixty-six percent of teachers said instructional conversations have increased at their school because of the design of Project COACH.44 • The use of technology has reduced the administrative burden for principals and enabled quick turnaround of feedback. Principals reported that the observation process has allowed them to focus on having good and timely feedback conversations with their teachers. The use of technology, such as iPads to record written feedback, has reduced the administrative burden on evaluators. When principals and other evaluators chose their top three concerns about the evaluation model, 52 percent of principals and evaluators from TIGER, TEAM, and TEM models indicated that the time required to implement the model was a concern, compared to only 15 percent of principals and other evaluators using the COACH model.45 •  vidence of effective practice is collected on a cumulative basis throughout the year, but educators E only receive ratings or scores on the rubric at the end of the year. As teaching practice is observed throughout the year, evidence is cumulatively collected and recorded. Teachers can present additional evidence of effective practice throughout the year and scores are determined at the end of the year, enabling educators to focus on professional growth rather than accountability. TIGER •  mphasis on the formative assessment component to support improvement of teacher practice. The E coaching that teachers receive is aligned with, but distinct from, their formal evaluations. • A focus on coaching and development is differentiated for teachers at different stages. Beginning and less effective teachers receive more individual coaching, while effective and highly effective teachers pursue continuous learning in professional communities and can apply for leadership and coaching positions. At the beginning of the year, all teachers complete a self-reflection and personal growth plan that guides their professional learning over the course of the year. Several teachers using TIGER reported feeling high degrees of ownership over their professional growth as a result. • Tools and supports for principals to be strong instructional leaders. Beyond training in the evaluation process itself, principals receive training and tools in how to deliver feedback and have effective conversations with teachers. •  vidence of effective practice is collected ۈH