PROFESSIONAL DEVELOPMENT
Teacher Evaluations, cont from page 17
• AZELLA • District Benchmark Assessments • ACT Quality Core • AZLearns Profiles • Survey Data Since an estimated 70 percent of teachers do
not have student academic progress data that meets the criteria, group-level data from the school, district, department, etc. must be used for this component. For the remaining 17 percent of the evalu-
ation, other group data or other evidence of teaching practices may be used, including the following: • Department, school-wide, district-wide data of student achievement
• Other measures – i.e. drop out, increase in courses taken, course completion rates, survey data
• Goals specific to setting or group of students • Other domains as determined by district or outlined in the current evaluation instrument
• Collaboratively determined goals for indi- vidual teacher or for grade/department For more detailed information about the
changes in teacher evaluations and the task force’s report, visit AEA’s website at www.arizo- naea.org/certification.php?page=543 or contact Quality Teaching and Learning Organizational Consultant Lisa Guzmán at 602-264-1774 ext. 115 or lisa.guzman@arizonaea.org ✒
ARizonA FRAmEWoRK FoR mEAsuRing EducAtoR EFFEctivEnEss
Read the task force’s report online at arizonaea. org/pdfs/teaching/Arizona_Framework_for_ Measuring_Educator_Effectiveness_042111.pdf.
intAsc modEL coRE tEAching stAndARds These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in to- day’s learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next-generation learners. This document incorporates changes from a public feedback period in July 2010. Read them online at www.ccsso.org/Documents/2011/InTASC_Model_ Core_Teaching_Standards_2011.pdf.
tEAchER LEAdER modEL stAndARds
These standards were released by the Teacher Leadership Exploratory Consortium on May 5, 2011 and help to define how teacher leadership can be distinguished from, but work in tandem with, admin- istrative leadership roles to support effective teaching and promote student learning. The Teacher Leadership Exploratory Consortium was formed two years ago and is comprised of 10 national organizations (including the National Education Association), eight institutions of higher education, 10 practitioners, and 11 state education agencies. Read them online at www.nea.org/assets/docs/TeacherLeaderModel Standards2011.pdf.
EvALuAtion REquiREmEnts ARE chAnging: WhAt You nEEd to KnoW
View the presentation on the task force’s report by the Arizona School Administrators Association (ASA), Arizona School Boards Association (ASBA), and Arizona Education Association (AEA) online at www.arizonaea.org/certification.php?page=543.
18 Fall 2011 ❘ AEA Advocate
