Alternative Teacher Assessment
Teachers are no longer passive participants in their evaluation processes but are rather active participants/observers. Teachers, in fact, should have a major leadership role in their own ongoing professional development. This process can be enhanced by moving from a general “one-size-fits-all” teacher evaluation system, meant for academia, to a career and technical education (CTE) and school-specific assessment process. Secondary education has gotten to the point where the content being taught is very specific and the teaching approaches are differentiated and therefore, so must be the educator evaluation process.
This course will investigate the definition and purpose of instructional frameworks, how instructional frameworks originated, the Interstate Teacher Assessment and Support Consortium (InTASC), a review of the Charlotte Danielson Framework for Teaching (FFT), the National Board for Professional Teaching Standards, and a newly developed CTE-specific teacher assessment framework.