Keeping Improvement in Mind

In my search for a great article on leadership, I came across Keeping Improvement in Mind by Paul Mielke and Tony Frontier. This article truly spoke to me because it mirrored many of the conversations discussed in both EDUC 601 and EDUC 603. The piece begins by comparing the current practice of teacher evaluation to high-stakes student assessments. The article provides information on empowering teachers to use frameworks (and yes, it specifically named Charlotte Danielson’s Framework for Teaching) for best practices and to guide ongoing instructional and behavioral improvement. The article also points out the importance of teachers becoming experts in their field through deliberate practice, which includes focusing on a performance area and improving through repetition and feedback. Mielke and Frontier also stated supervisors who provide specific, continuous feedback help teachers grow, but creating a school environment where teachers have the knowledge and means to receive feedback through self-analysis, student surveys, or peer observations/conversations is also beneficial. The article concludes by stating utilizing a comprehensive teacher framework throughout the year for support and evaluation will lead to effective instruction and management in the classroom.

After reading the article, I found myself asking, “Is this what my county and school are currently implementing in regards to teacher evaluation?” Reflecting on the similarities and differences, I realize as a leader I would want the ultimate goal for teacher evaluation to empower teachers and continuously help them improve by providing resources, opportunities, and the ability to evaluate themselves.

“A teacher is one who makes himself progresively unnecessary.”
― Thomas Carruthers
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