Why Teacher Evaluation Doesn’t Work

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May 23, 2018 • 3 PM ET

Every school must be able to answer this question, “How do we assure that we have a great faculty to deliver the mission with excellence, and ultimately increase student performance, satisfaction, and enthusiasm?”

According to research, “teacher effectiveness” may be the dominant factor in student performance. The education industry has long attempted to develop teacher evaluation systems to assure that students have the most effective teachers. They have typically used a two-pronged approach: (1) use the results of the evaluation to drive teacher professional development, and (2) assure that only the best teachers are retained and rewarded from year to year. Despite the number of attempts and approaches, traditional teacher evaluation systems have been maligned because of their failure to accurately discriminate between effective and ineffective teachers or drive professional development. In other words, there is little evidence their use improves student outcomes.

Takeaways:

  • Review research illuminating why teacher evaluation doesn’t work as expected
  • Outline the core issues as to why traditional evaluation of faculty can never work optimally
  • Suggest a different paradigm and basic tenants of ISM’s Comprehensive Faculty Development II

Run Time:
Total run time is 60 minutes. The presentation will run approximately 45 minutes with15 minutes designated for Q&A.

Who Should Attend:

This Webinar is for all school leaders particularly Heads of School, Division Heads, Human Resource professionals and anyone involved in facilitating the professional development of faculty.

staff photo bryan smyth

Bryan Smyth, Ph.D.

ISM Consultant | Director of Research

Expertise

Bryan’s central purpose is to help students flourish. He believes that the enhancement of school environments and cultures is the best way to facilitate growth in children and adults.

Current Role

As a Consultant and ISM’s Director of Research, Bryan:

  • Oversees ISM’s research initiatives
  • Provides on-site scheduling consultations, having had extensive experience creating and implementing unique daily schedules and annual calendars for both boarding and day schools.
  • Leads scheduling-focused workshops and webinars

Bryan joined ISM as a Consultant in 2013, following 13 years in independent school administration.

Prior Experience

Bryan came to ISM from Mount Pisgah Christian School, GA, where he served as the Vice President, Head of the Upper School, Guidance and College Advisement Director, varsity head coach, and psychology teacher over the course of his tenure. Prior to that, he was the Associate Head of School at Brandon Hall, GA.

He is also a licensed clinical psychologist whose practice specialized in the psychological assessment and treatment of adolescents and their families. This varied background and set of experiences affords him the ability to view a school’s form and function from multiple viewpoints, leading to solutions that take into account all perspectives.

Education

Bryan holds a Ph.D. and master’s degree in clinical psychology from Marquette University, WI, and a bachelor’s degree in psychology from the University of Illinois. He also earned an MBA from Reinhardt University, GA, that focused on the application of business principles to the management of independent schools.

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