History
Saginaw Valley State University (SVSU) was awarded a five year Title II Teacher Quality Enhancement grant in 1999 -2004 funded by the U. S. Department of Education to meet the following educational challenges: increasing calls for accountability, implementing technology use in instruction, and effectively instructing an ever-changing diverse student population. The grant was funded to impact university preserve teachers, current teachers, and students in at least 145 school districts.
STAGES surfaced as a result of classroom teacher suggestions. In 2001 Saginaw Valley State University launched an extensive teacher mentoring and induction program that was designed to assist districts in developing quality mentoring systems to retain new teachers. A major component of this program was to support mentor teachers with tools for conducting reflective meetings with new teachers. Consequently, program coordinators recognized the need for a common framework regarding teaching practice from which mentors and mentees could discuss plans for professional growth.
After an extensive review of existing frameworks, SVSU found the important work of Charlotte Danielson in her ASCD (Assoc. for Supervision and Curriculum Development) publication Enhancing Professional Practice: A Framework for Teaching (2000, Princeton ETS). Using the design as a guide, SVSU adapted the language and the model to create a clear and practical instrument that consists of four rubrics 1) Planning and preparation; 2) Classroom environment; 3) Instruction; and 4) Professional responsibilities. The elements contained in the rubrics outline teaching practices on a continuum of proficiency ranging from Underdeveloped to Exemplary.
About the author:
http://www.eyeoneducation.com/Authors/danielson_c.asp
http://www.eyeoneducation.com/Authors/danielson_c.asp
When mentor teachers were given the opportunity to view the SVSU instrument their reactions were positive. Many commented on the comprehensive nature of the tool and its usefulness for helping them assess their own professional practice. With the design providing teachers a view of current performance, as well as the vision for improved practice, it was suggested to SVSU that the instrument be developed into a teacher assessment tool.
Bay Arenac Intermediate School District, a partner district, volunteered to pilot the tool agreeing to support the development of the tool as an on-line resource and to provide information regarding the functionality, appearance, and ease-of-use that the instrument offers. In addition, BAISD agreed to receive extensive training on the purpose and navigation of the tool and to help determine further applications. Once developed, BAISD implemented STAGES and is in its fourth year of use.
This partnership enhanced the scope of the project. The instrument evolved from strictly a teacher evaluation tool to a comprehensive growth assessment tool for all stakeholders within an educational system. The commitment to developing the project over time has ensured that important details were not overlooked and that significant enrichments have taken place.