Chapter 8 evaluation models

Exhibit 8.1 made very clear to me the differences between the several ways to evaluate teachers. I know some teachers who have elected the goal-setting model (where contract language provided for such an option) but I hadn't been as clear as I now am on why they chose that method. According to the text, the goal of the remediation model, with the standard formative and summative instruments that are most familiar to us, is to "Bring all teachers to a minimum level of performance." No wonder that model is so much less useful for experienced teachers. Because it "Works best with teachers with correctable teaching problems," it is a poor fit for good, experienced teachers who want to explore new methods and develop new skills. This goal-setting model gives teachers a framework and "permission," so to speak, to deviate from the norm. The portfolio model has a student assessment equivalent in special education. Districts are allowed to evaluate a few percent of its IEP students by portfolio rather than by standard ISAT. At its beginning four years ago, the burden was excessive and few teachers had the time resources to assess this way. The state has since trimmed down the required contents list and is now more manageable.