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Evidence of Teaching Meaningful conversations about teaching and valid evaluations of teaching must be grounded in a clear definition of practice—a framework for teaching. This definition should reflect the professional consensus of educators in the particular school or district. Regardless of the purposes to be advanced, whether for professional development or for evaluation of teachers, a clear definition is essential.
But a clear definition of teaching is not sufficient. Both the support of teacher development and the evaluation of teacher performance require evidence of practice—evidence of each of the components of teaching identified in the adopted framework. The term evidence is not intended to suggest a courtroom or a litigious environment.
Rather, it is intended to convey that conversations about teaching must be grounded in actual events, in actions or statements, in artifacts, or in decisions a teacher has made. Without such grounding, impressions of teachers' skills are based entirely on the observers' own idiosyncratic views of teaching and their understandings of what has occurred and what those events mean.
Mentors and coaches, no less than evaluators, depend for their work on evidence of practice. They collect the same evidence but use it for different purposes. For evaluators, evidence is the foundation of judgments they make about teachers. All the evidence they assemble, from a variety of sources—for example, formal and informal observations of practice or artifacts for those aspects of practice not observed in the classroom—serve as the basis of decisions they make about renewing a contract or offering tenure.
Mentors and coaches, on the other hand, use the evidence they collect—from the same sources—to structure professional conversations. No judgments are based on it; it is used purely for formative purposes. So the question is not whether individuals in these different roles collect evidence; the question is how they use that evidence.
The focus in this chapter is on identifying the evidence needed to describe teachers' skill in the domains and components of teaching described in Enhancing Professional Practice: A Framework for Teaching.
Sources of Evidence Evidence comes from two principal sources: Observation is appropriate for the observable aspects of teaching—principally, a teacher's interaction with students in the classroom. But some essential aspects of teaching can't be observed—for example, a teacher's skill in planning or in communicating with families.
Although a classroom observation might reveal indirect evidence of, for example, planning, only the planning documents themselves provide a coach or a supervisor with direct evidence of the teacher's skill in designing and sequencing meaningful learning experiences, locating appropriate resources, and developing suitable assessments.
Observation The observation of classroom practice is the cornerstone of the evidence of a teacher's skill; engaging students in important learning is rightly considered to be the key to professional teaching.
What teachers do in their interaction with students is what matters most in influencing student learning. In general, observation of classroom practice, with the accompanying preconference and postconference, provides the best evidence of Domains 1, 2, and 3 of the framework for teaching: Planning and Preparation, the Classroom Environment, and Instruction.
The preconference, also called a planning conference, provides an opportunity for a teacher to display important planning skills, at least as used in planning a single lesson. The postconference, also called a reflection conference, is an important opportunity for teacher self-assessment, reflection on practice, and professional conversation—activities that have been demonstrated to contribute to professional learning by teachers.
Of course, other important aspects of a teacher's work can be observed as well. For example, a teacher's conduct during faculty or team meetings demonstrates the teacher's engagement in a professional community; a parent conference demonstrates the teacher's skill in communicating with families.Within the portfolio there must be evidence of mentoring a pre-registration nursing or midwifery student or a student on an NMC approved programme.
For midwifery student mentors, this must include evidence of achievement of sign-off status. • To demonstrate a range of evidence that supports the achievement of the This structured portfolio will help you to organise your practice learning and this relationship in his paper entitled ‘Mentorship in nursing: a literature review’.
4. Within the portfolio there must be evidence of mentoring a pre-registration nursing or midwifery student or a student on an NMC approved programme. For midwifery student mentors, this must include evidence of achievement of sign-off status.
Portfolio of evidence. If you are studying this as part of an NMC mentorship preparation programme, you need to know that these eight domains form the overarching competencies that you will need to demonstrate by providing suitable evidence in your portfolio for KG Facilitating learning in practice: mentorship portfolio assessment.
If you have registered for KG EU DIRECTIVES AND EVIDENCE EU Directives entirety or can be summarised in the evidence portfolio. When documenting and communicating evidence, confidentiality must be maintained at all times.
Signature of mentor or visit supervisor Date Signature of student Date. Establishing e ective working relationships Abstract This article, the second in a series of 11, provides support and to enable them to progress in their role and develop a portfolio of evidence.
In particular, the article discusses how to establish assessment, mentor, mentorship, Nursing and Midwifery Council, NMC, portfolio, practice.