Teacher Evaluation Using ISSA Standards: A Tool for Professional Development and Quality Improvement

by Tatjana Vonta, EdD, Director, Developmental Research Center for Educational Initiatives, Slovenia

Published in Educating Children for Democracy, Issue Number 7, Summer/Fall 2004

Continued from previous page.

Quality Improvement Planning
A key strategy for promoting professional development and quality improvement was the development and implementation of a Quality Improvement Plan. Based on findings from classroom observation, the teacher and Master Teacher Trainer (MTT) jointly developed a plan for improving the quality of teaching. Areas identified in the plan might include:

• Structure of the physical environment
• Individualization
• Involving children in the planning process
• Transition between activities
• Systematic observation and assessment of children’s development and learning
• Meaningful and process-oriented learning
• Cooperative learning
• Developing elements of critical thinking (anticipation, inference, asking questions, argumentation, planning, and assessing)
• Active parent participation in the learning process
• Planning
• Experience-based learning
• Teamwork

Results
1) ISSA Standards are a valid tool for measuring teacher quality.

In order to ascertain the validity of the ISSA Standards, we compared the results of the findings from the ISSA Standards with the ECERS findings. We found a high and statistically significant correlation between the results on the ISSA Standards and the ECERS at the beginning of the certification process (first observation) and at the end of the process (second observation). After the first observation the Pearsons’ coefficient of correlation was 0.88; after the second observation it was 0.84. We also measured the regression between ISSA and ECERS results and found them to be statistically significant. These results confirm that ISSA Teachers Standards are a valid tool for measuring teacher quality.

2) Teachers who participate in the certification process show improvement in the quality of their teaching.

The results on the ISSA Standards after the second observation are statistically significantly higher than after the first observation on all standards (see Table 2). Moreover, the data indicate that teachers improved their quality no matter what kind of instrument was used to measure quality. These findings suggest that the activities entailed in the certification process—observation with follow-up discussion, identification of the teacher’s strengths and weaknesses for each standard, and active participation of teachers in the creation of a quality improvement plan—provide an opportunity for teachers to reflect on and improve their practice.

3) The amount of in-service training has a positive effect on ISSA Standards scores.

We also examined the relationship between the results on ISSA Standards with such variables as amount of in-service training, amount of formal education, and number of years of teaching experience. As indicated in Table 3, we found that one variable—the amount of in-service training—was positively related to ISSA scores (Pearson’s Coefficient of Correlation). However, we found no correlation between the level of teacher’s formal education and ISSA scores. This result is surprising since we are aware from other research of the importance of a high level of teacher education for achieving quality. It may be that the content and teaching approaches in higher education, based on traditional educational methods, are too dissimilar from the knowledge and skills measured by the ISSA Standards to have a positive effect on ISSA scores. On the other hand, in-service training that was in tune with the content and methods of the new educational paradigm—provided mostly by the Step by Step Program—resulted in high correlations with scores on the ISSA Standards.

4) Overall, teachers’ opinions about the certification model and process were positive.

Teachers who were involved in the certification process said, at the end, that they would recommend certification to their colleagues. They affirmed that quality improvement can be achieved because it is based on a plan that is clear, operational, and proactive. They valued the certification process because it was goal oriented, promoted higher responsibility, and was better than self-evaluation because help was provided.

5) The certifiers identified challenges as well as positive aspects about the certification process.

The certifiers noted that aspects of the certification process were stressful and difficult, especially the process of engaging low ISSA-scoring teachers in reflective conversation and quality improvement planning. However, they had a high opinion of the ISSA observation form and their preparation for the certification process. Moreover, they viewed their experience as one that positively influenced their own professional development as well as that of the teachers.

6) Opinions change, becoming more positive, over the duration of the certification process.

At the beginning of the process, teachers thought that the certification process was good because of the opportunity to receive feedback on their teaching. At the end of the certification process they felt it was good because it contributed to their professional and personal development and increased their satisfaction and motivation.

Conclusions
Our research confirmed that ISSA Standards are a valid instrument for external evaluation of teachers and, at the same time, can be used as an effective tool for professional development when combined with constructive feedback, reflective conversation, and the active participation of teachers in creating a quality improvement plan. The certification process is, however, only one small piece in a larger system of professional development that seeks to change the culture of the school and the culture of teaching to improve children’s (and adults’) learning. This larger system includes training and workshops, exchange of ideas, and support from colleagues, principals, and Step by Step team members. Step by Step seeks to build capacity for coaching and mentoring teachers in reflective teaching to achieve better quality and to develop a “learning community” on both the school and network level.

References
Vonta, T. (2003). Kazalci kvalitete organizirane predsolske vzgoje. Doktorsko delo. Filozofska fakulteta, Ljubljana.

International Step by Step Association (2002). ISSA Teacher Standards Observation Form. Hungary: International Step by Step Association.

Harms, T. & Clifford, R. M. (1980). Early Childhood Environment Rating Scale. New York: Teachers College Press.

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