[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590422-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-590422-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-professional-educator-a-fine-balance-teacher-evaluation-system","The Professional Educator - A Fine Balance - Teacher Evaluation System","","文章以“专业教育工作者”为核心视角，围绕《美国教育家》（American Educator）专栏介绍纽约黑文地区教师评估体系的构建过程。作者作为新黑文教师联合会主席，回顾与市政府、教育局共同推进学校改革的谈判背景，说明如何通过12人城市改革委员会协同管理层与教师代表，并同步推进合同与改革议程。重点阐述TEVAL的形成目标：将教师视为专业人士、为处境困难者提供支持，并通过持续沟通建立教师参与与认同。",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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counseling center, or anywhere in between—share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged citizens. In this regular feature, we explore the work of professional educators—their accomplishments and their challenges—so that the lessons they have  \nlearned can bene t students across the country. After all, listening to the professionals who do this work every day is a blueprint for success.  \nBy David Cicarella  \nF  \northe past seven years, I have served as president of the New Haven Federation of Teachers. In that time, our union has received national atten-  \ntion for partnering with both the superintendent’s office and the mayor’s office to improve the New Haven Public Schools.  \nPart of that work has involved creating a teacher evaluation system that treats teachers as professionals and provides those who are struggling with support. While many  \npress accounts have described our contract and the teacher evalu-  \nunpacked the details of what makes the system unique. I’d like to share how our union and our members worked with the district to create a teacher evaluation system of which we are all quite proud.  \nIn August 2009, we began negotiating our contract, set to run from September 2010 to June 2014. We had our typical negotiations team of roughly a dozen members . There was a good cross section representing the entire membership: high school, middle  \nschool, and elementary school teachers; a guidance counselor; a social worker; and support staff.  \nILLUSTRAT IONS BY NENAD JAKESEVIC  \nation system it established as “groundbreaking,” few have  \nDavid Cicarella has been the president of the New Haven Federation of Teachers since 2007 and has been a member of the AFT Teachers program and policy council since 2010. He has been a teacher in the New Haven Public Schools for 35 years. Before working as an instructional coach in the mathematics department for six years, he taught algebra, reading, and science at FairHaven Middle School for 22 years and also served as the chair of the reading department.  \nWe also included teachers at all steps of the salary scale. Everyone was represented.  \nBack in February 2009, the mayor and superintendent met with me to propose a major school reform e􀀛ort in New Haven. e focus would be on teacher evaluation, turnaround schools, accountability, tenure, work rule changes, and compensation. is e􀀛ort was clearly something my union members and I were interested in pursuing, as this was an opportunity for us to have  \n18 AMERICAN EDUCATOR | SPRING 2014  \nreal input in improving the school system and to be treated as equal partners in doing so.  \nTo that end, we created a 12-member Citywide Reform Committee: six members were from management, including representatives from the superintendent’s office and the mayor’so􀀝ce, and six members were teacher representatives, including four o􀀝cials from the New Haven Federation of Teachers (Executive Vice President Tom Burns, Executive Secretary Pat DeLucia, Executive Board Vice President for High Schools David Low, and myself ) . e other two members of our team were Sharon Palmer, who was president of AFT Connecticut at the time, and Joan Devlin, who was a member of the national AFT’s educational issues department at the time.  \nat summer, the regular negotiations team worked on the salary schedule, medical bene􀀞ts, class-size issues, and other working conditions, while the Citywide Reform Committee worked on the school reform initiative, including teacher evaluation. We negotiated the contract and school reform initiative simultaneously, because the reality (or fear) was that if we did not come to an agreement on the school reform initiative, we  \nof the school reform initiative, including a placeholder agreement to work out a new teacher evaluation system over the course of the year. At ","cbCaim3ZfyiJ2c5F","https://ap.wps.com/l/cbCaim3ZfyiJ2c5F","pdf",591253,"English","# Building Buy-In\n## Negotiation process and stakeholders\n## Citywide Reform Committee and TEVAL","[{\"question\":\"TEVAL的建立目标是什么？\",\"answer\":\"TEVAL旨在把教师视为专业人士，并为正在遇到困难的教师提供支持，同时在学校改革框架下推进评估体系落地。\"},{\"question\":\"联合会如何推动教师对TEVAL的认同（buy-in）？\",\"answer\":\"作者通过双月刊工会通讯撰文、邮件定期更新，并在校工会代表会议和执行委员会会议上持续提供月度进展，确保教师在每一步都知情。\"},{\"question\":\"城市改革委员会由哪些成员构成？\",\"answer\":\"委员会由12名成员组成：一半来自管理层（市长办公室和教育局代表等），另一半为教师代表，包括工会内部多名官员及来自AFT相关部门的代表。\"}]","The Professional Educator - A Fine Balance - Teacher Evaluation System | PDF",1792069606]