Teacher Evaluation in Upper Learning at Galloway

In Upper Learning at The Galloway School, we have established an approach to teacher evaluation that is consistent with the philosophy of the school. It involves reflection and introspection on one’s teaching strengths and weaknesses followed by formative and summative conversations with the Upper Learning Principal. Historically, these conversations have been ameliorative as well as problem solving in their orientation, and they have been both helpful and productive of growth. It would be useful to add scheduled conversations between teachers and their critical friend and with the learning specialist.

● Philosophy of education criteria include understanding and accepting the Galloway philosophy; possessing essentially humane attitudes towards adolescents.

● Best practice criteria include staying current with best practice literature, attending workshops or staff development, and being involved in some sort of mentor relationship – eg, a critical friend dyad.

● Professionalism criteria include being at one’s teaching post, being available to students, sustaining membership in a critical friend dyad, dealing with paperwork and ancillary responsibilities (for example, advising and supervising students), and carrying out committee work (followship and leadership).

● Content criteria include thoroughly understanding one’s discipline(s) at both microscopic and macroscopic levels.

● Communication criteria include providing timely and effective feedback to students and parents and to one’s critical friend (see earlier post).

Traditional clinical supervision checklists and observations, taken by themselves, are ineffective tools for teacher evaluation. Just as relationship between student and teacher is paramount if learning is to occur, so too is relationship among colleagues if teachers are to grow in their professions. Relationship requires mutual respect and trust.

Upper Learning teachers welcome administrators, the guidance and college counselors, and the learning specialist into their classrooms because they value what other professionals have to offer with respect to improving teaching practice. Upper Learning teachers are also encouraged to reflect on best practice and to work to continuously improve their craft, a process that may involve consultations with administrators, mentors, critical friends and other colleagues, and learning specialists or psychologists, along with student evaluations. In addition, Upper Learning teachers are open to constructive parent feedback.