Teacher+Evaluation+&+Direct+Instruction




 * O**n a variety of levels, the North Carolina Educator Evaluation System may seem ill-fitted to educators using a direct instruction (DI) program that is highly sequenced and systematic. Depending on the program, principals (and the teachers that they evaluate) may have difficulty recognizing the integration of technology, the use of a “variety” of instructional methods, or the opportunities for students to develop leadership qualities. Looking deeper, however, the appropriate implementation of evidence-based direct instruction programs is a powerful indication of an educator’s professional competence.

Direct instruction may or may not include online or software-based components. Angie Cloninger, a literacy consultant and expert in implementing DI programs, points out that “the technological tools in today’s classrooms can be appropriated to facilitate and extend the activities in DI literacyprograms.” For example, touch screen technologies in interactive white boards and tablets make it possible for teachers to streamline the manipulation of letters and words. In addition, videos and images that are freely available on the web can assist teachers in illustrating key new vocabulary--particularly for students who have problems with language comprehension. All teachers should find opportunities to move the lesson off of the page, giving text colorful and interactive support.
 * USING TECHNOLOGY**

A frequent concern of principals is being able to document the //creativity// of teachers who are using direct instruction programs. But, teachers and principals alike should see the opportunity for creativity both in and around the use of DI programs. Within the context of DI lessons, teachers demonstrate creativity in responding to the immediate motivational and mastery needs of the students in the group. Also, the creativity of teachers should be demonstrated in the context around the focused interventions. That is, classroom arrangement, instructional displays, classroom management practices, and lesson extensions might all be areas in which teachers evidence creativity and variety. The important thing to remember is that systematic should not mean stifling.
 * CREATIVITY AND VARIETY**

Another issue raised by some principals is the difficulty of observing what the standards describe as helping “students work in teams and develop leadership qualities. School leaders must recognize that structured experiences still require collaboration and cooperation. DI programs tend to be highly interactive—and those social interactions are crucial to the programs and useful for evaluating the effectiveness of the teachers.
 * STUDENT LEADERS**

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