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Dr. Marzano Describes How to Use Student Data in Evaluations
We live in an interesting era within education particularly teacher Evaluation within education. We want more rigor in that, we want better feedback to teachers, and we want something that teachers could use to improve. We want something that administrators can use to make accurate and useful judgments about teachers, and there’s growing research about what’s the best type of data. In general here is what you can say: a system that uses data about a teacher’s use of strategies and behaviors in the classroom, accompanied by data that addresses student achievement, is going to be the best system.
So, what you don’t want is a system that makes judgments about teachers solely on student achievement, and you don’t want a system that makes judgments about teachers solely on teacher behavior in the classroom and use of instructional strategies. However, if you put those two together, it seems to provide the best, most robust and the most accurate basis from which to make judgments about teachers and recommendations to teachers. That’s why it’s built into the system here. There are quantitative ways of keeping track of teacher’s use of strategies and behaviors in the classroom, tracking that, and ways of keeping track of data about student achievement from multiple sources.
Now, you put those two together. A profile for a teacher on student achievement from multiple sources, and a profile on teachers regarding how well they are doing or how much they are improving in instructional strategies. Those two together create a rich profile that can be used by individual teachers and by administrators to help teachers get better. That’s what evaluation and supervision should be all about; helping teachers get better at this professional, and over time getting a little bit better until they get to a place where they are masters of their profession.