Janice Lozano
In Washington state, universities use a variety of methods to evaluate student teachers. The evaluation criteria and procedures for student teachers typically cover areas such as instructional skills, classroom management, professional preparation, and scholarship. One commonly used tool is the Instructional Assessment System (IASystem™), which has been developed over several decades and is utilized by the University of Washington, among other institutions. This system offers both online and paper-based course evaluations. Washington state also has specific certification requirements for teachers, including the completion of a minimum number of clock hours or goals from an annual professional growth plan, with an emphasis on STEM integration. The evaluation process may also consider student growth data, input from building staff, and comprehensive performance ratings.
| Characteristics | Values |
|---|---|
| Rating system | Four-level rating system |
| Student growth data | Change in student achievement between two points in time |
| Student input | Included in the evaluation process |
| Performance ratings | Level 1 - unsatisfactory; level 2 - basic; level 3 - proficient; and level 4 - distinguished |
| Evaluation criteria | Instructional skill; classroom management; professional preparation and scholarship; effort toward improvement when needed; the handling of student discipline and attendant problems; and interest in teaching pupils and knowledge of subject matter |
What You'll Learn
Student growth data
In Washington state, student growth data is a significant factor in evaluating the performance of certificated classroom teachers. This data reflects the change in student achievement between two points in time and must be based on multiple measures, including classroom-based, school-based, district-based, and state-based tools.
The student growth data elements may include a teacher's performance as a member of a grade-level, subject matter, or other instructional teams within a school. Additionally, a teacher's performance as a part of the overall instructional team of a school can be considered when relevant and appropriate.
The focus of teacher growth should be driven by student learning needs, and evaluation systems should reflect this by addressing the career continuum. Clear standards of practice, quality professional learning, and learning-focused feedback are essential to fostering growth in practice.
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Classroom management
In Washington State, classroom management is one of the criteria for evaluating certificated classroom teachers. Student growth data, which refers to the change in student achievement over time, is a significant factor in this evaluation process. This data can be collected through various tools, including classroom-based, school-based, district-based, and state-based methods.
To promote effective classroom management, universities in Washington State may offer courses or programs that focus on specific aspects of classroom management. For example, courses may cover topics such as cooperative learning, providing structured learning activities, and reinforcing concepts and strategies from textbooks like "The First Days of School" by Harry Wong. These courses often include discussions and assignments that enhance teachers' understanding of classroom management.
Additionally, universities may emphasize the importance of observation skills in their evaluation programs. This includes training administrators to conduct classroom observations with limited bias and promoting rater agreement on a four-tiered evaluation system. Online tools are also utilized to manage observation notes, submitted materials, and other relevant information for the evaluation.
While specific evaluation systems may vary across districts and schools in Washington State, they generally aim for efficient and effective communication and collaboration between teachers and administrators. This includes informal observations or classroom walkthroughs as part of the evaluation process. Student input and input from building staff may also be included in the evaluation to ensure a comprehensive understanding of the teacher's performance.
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Professional preparation
The professional preparation of student teachers in Washington State is a critical aspect of their evaluation and development. It involves a range of factors that contribute to their readiness for the teaching profession. Universities and educator preparation programs play a vital role in ensuring that student teachers possess the necessary knowledge, skills, and dispositions for effective teaching.
One key element of professional preparation is the completion of a teacher preparation program approved by the Washington Student Achievement Council (WSAC). These programs are designed to provide student teachers with the necessary training and experiences to become competent and confident educators. They cover various aspects of teaching, including instructional skills, classroom management, scholarship, and professional ethics. Student teachers are expected to demonstrate their ability to apply pedagogical theories and practices in real-world classroom settings.
During their preparation, student teachers are exposed to a range of instructional strategies and techniques that they can adapt to different learning environments. They learn how to create engaging lessons, use a variety of teaching aids and resources, and differentiate instruction to meet the diverse needs of their students. Additionally, they develop skills in classroom management, including behaviour management techniques, creating a positive classroom environment, and promoting student engagement.
Another important aspect of professional preparation is the emphasis on continuous improvement and reflective practice. Student teachers are encouraged to reflect on their teaching experiences, identify areas for improvement, and set goals for their professional growth. They are provided with mentorship and support to enhance their teaching practices and address any challenges they may encounter. This reflective process helps them develop a growth mindset and a commitment to lifelong learning, which are essential qualities of effective teachers.
To support the professional preparation of student teachers, Washington State offers various resources and opportunities. For example, the WSAC provides financial aid and scholarship programs, such as the Educator Retooling Conditional Scholarship, to help educators add endorsements in shortage areas to their certificates. Additionally, the state offers renewal applications for teacher certificates, requiring the completion of clock hours or goals from an annual professional growth plan (PGP), with a focus on STEM integration. These initiatives ensure that student teachers have access to ongoing professional development and are well-prepared to meet the evolving needs of their students.
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Student input
Student Evaluations of Teaching (SETs) are also used to gather student input on teacher performance. SETs typically consist of forms with Likert scales, allowing students to rate their perception of the instructor and the course. While SETs can provide valuable feedback for instructors and help administrators make decisions, they may not always accurately measure teaching effectiveness. Research suggests that SETs can contribute to grade inflation and encourage poor teaching practices as students tend to reward lenient grading and easy courses with positive evaluations.
The Instructional Assessment System (IASystem™), developed at the University of Washington, is another tool used for course evaluations. It offers both online and paper-based evaluations, with the former having lower student response rates.
Overall, student input is an essential component of teacher evaluations in Washington State, helping to assess student growth and gather feedback on teaching practices. However, it is just one factor in a comprehensive evaluation process that also considers instructional skill, classroom management, professional preparation, and other criteria.
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Performance ratings
The four-level rating system is used to evaluate certificated classroom teachers and support staff. The four levels are: Level 1 - unsatisfactory; Level 2 - basic; Level 3 - proficient; and Level 4 - distinguished. Teachers will receive one of these four ratings for each of the minimum criteria, which include instructional skill, classroom management, professional preparation and scholarship, effort towards improvement, handling student discipline, and interest in teaching and knowledge of the subject.
Student growth data is a significant factor in the evaluation process. This data is based on multiple measures, including classroom-based, school-based, district-based, and state-based tools. "Student growth" refers to the change in student achievement between two points in time. This data is used to evaluate the teacher's performance as a member of the instructional team, and it must be a factor in at least three of the evaluation criteria.
The evaluation process may also include student input and input from building staff. The results of the evaluations are accessible to instructors, departmental evaluation coordinators, administrators, and UW Seattle Deans and Chairs.
The Instructional Assessment System (IASystem™) is used at the University of Washington and other institutions to assist faculty in instructional development, inform administrative decision-making, and help students select courses. Evaluations can be conducted online or on paper, with the former being free of charge.
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Frequently asked questions
Universities in Washington State use the Instructional Assessment System (IASystem™) to evaluate student teachers. The criteria for evaluation include instructional skill, classroom management, professional preparation and scholarship, effort toward improvement, handling student discipline, and interest in teaching and knowledge of the subject matter. Student growth data and input from building staff may also be included in the evaluation process.
The four-level rating system used to evaluate student teachers in Washington State consists of the following performance ratings: Level 1 - unsatisfactory, Level 2 - basic, Level 3 - proficient, and Level 4 - distinguished.
Student teachers can access their evaluation results directly through the IASystem™.
Certified teachers from other states can obtain a Washington State certificate by submitting their transcripts, degree(s), teacher preparation program, and university or state-approved agency program verification form. If they have three or more years of certified out-of-state teaching experience, they must also submit their out-of-state certificate(s) and provide verification of experience. With the appropriate documentation, they can apply for a one-year temporary permit pending verification of successful completion of the required testing.
