ABOUT WCER NEWS Events Cover Stories Research News International Research Press WHAT'S THE RESEARCH ON...? PROJECTS All Active Projects All Completed Projects PUBLICATIONS LECTURE SERIES PEOPLE Staff Directory Project Leaders ERG - EVALUATION RESOURCES GROUP RESOURCES Conference Rooms Equipment GRANT SERVICES GRADUATE TRAINING SERVICE UNITS Director's Office Business Office Technical Services Printing & Mail EMPLOYMENT CONTACT INFO MyWCER WORKSPACE LOGIN

Assessing Teaching Practice

May 5, 2011

Developing a teacher competency model doesn’t require reinventing the wheel. Designers can start with state teaching standards and standards promulgated by national organizations. Beginning with an existing model captures those aspects of teaching that are similar across states and districts. Designers can then add competencies that reflect a particular state or district vision and those needed to support local instructional strategies. Researcher Tony Milanowski says three measurement systems are needed to assess teaching practice: 1) observations of classroom practice for use in periodic formal teacher evaluation, (2) teaching “work samples” or performance assessments for such decisions as granting tenure or movement on a career ladder, and 3) classroom walkthroughs that provide information for everyday performance management. All three are needed to ensure complete coverage of important competencies and to allow for different uses. More about teacher standards and evaluation is available here.