Improving teacher effectiveness increases student outcomes by making every teacher better.
Teachers are the critical variable in student success. An effective teacher evaluation system clearly communicates the elements of effective teaching, provides fair and honest evaluations, and serves as a tool to develop and strengthen effectiveness. Doing this well requires a clear definition of effective teaching, teacher evaluation tools, and honest, constructive, timely feedback. A successful teacher evaluation system strengthens and aligns to all aspects of human capital, including teacher recruitment, induction, and professional development.
DMC has a four-step approach to make this happen in your district:
An evaluation system should be built upon a foundation of clear and agreed upon principles of effective teaching. An important first step in the process is to facilitate discussion and decision making around the practices that will become expectations for all teachers.
Once the key elements of effective teaching are selected and defined, it is important to measure adherence to these practices and the ultimate effectiveness of these practices. This balances input measures (professional practice) and outcomes (student learning gains).
After defining great teaching and how best to include student learning gains in an evaluation system, the third step is to convert these ideas into a system that can be implemented across a district.
The last step is to implement the new evaluation system across the district.
First, we believe that teacher effectiveness/evaluation should be a system. Teacher effectiveness is a far-reaching topic that addresses all human capital elements. From the moment a prospective teacher is recruited into a district to the day that teacher exits the profession, there is an opportunity to rethink how teachers can be supported to improve their performance and students outcomes.
Second, we do not want to merely deliver a report. Our focus is on delivering meaningful outcomes. We believe that our success should be measured by teachers doing better and students learning more.
Third, we strive to be a trusted advisor to the superintendent. DMC members bring both a deep and wide perspective to our work. We have extensive experience working closely with dozens of school districts across the country in improving teacher effectiveness. By combining deep experience from both the education and private sectors, DMC brings a multi-faceted approach to helping superintendents build and develop effective teachers.
Nicholas Morgan - Managing Director