Teacher Professional Development Policies: USA and Finland Comparison

This report provides a comparative analysis of teacher evaluation and development policies in the United States and Finland. It examines the teacher evaluation framework in the USA, focusing on the role of educational authorities, the significance of teacher evaluation, and the influence of societal parameters. The report highlights the edTPA (Teacher Performance Assessment) as a key policy in the USA, which assesses teachers' readiness for classroom assignments. In contrast, the report explores Finland's approach, emphasizing initial teacher education and the recruitment of top candidates. It discusses the involvement of the Ministry of Education and Culture and the use of Danielson's Framework. The report then compares the effectiveness of the two policies, concluding that the edTPA in the USA is more effective due to its comprehensive assessment approach. It suggests recommendations such as frequent revisions of teacher preparation programs and the involvement of stakeholders. The report also highlights the importance of classroom observations, instructional pedagogy, and cultural aspects in teacher assessment. It concludes by emphasizing the need for frameworks to appraise teacher performance, particularly in the Finnish system, and the importance of adhering to legislative requirements.

Running head: SOCIAL RESEARCH
Policies on Teacher Professional Development and Successful student learning
Name of the student:
Name of the university:
Author note:

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Table of contents
Policy of USA- Teacher evaluation...........................................................................................2
Policy 2- Finland........................................................................................................................4
Which policy is more effective?................................................................................................6
Recommendations......................................................................................................................6
Comparison with Finland...........................................................................................................7
References..................................................................................................................................9

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Policy of USA- Teacher evaluation
USA falls under the OECD countries aiming to raise the standards and quality of
education. Plans towards upgrading the performance of the teachers is a good practice. The
major drive behind this are the policies, which aims to uplift the quality of academics.
Undertaking continuous improvement helps in planning effective programs and lesson plans
for the learners. The main focus of teacher evaluation is the appraisal of pedagogy, which
helps in excavating the areas, which needs modification (Santiago & Benavides, 2009).
Feedbacks from the stakeholders and shareholders is assistance in terms of seeking support
and opportunities for attaining professional development. Meeting with the higher authorities
helps in preparing conceptual frameworks, which are integral in terms of evaluating the
performance exposed by the teachers.
The main parameters, which are considered for developing the teacher evaluation
framework are: who, by whom, what, how, for what and with whom. Societal parameter
adversely affects the functions of teacher evaluation policies. As a matter of specification,
these factors are political, demographic, cultural diversity, labor market conditions, media,
public and private resources and evaluation and assessment policies. Teacher evaluation has
two aims:
 To improve the performance of the teachers through self-assessment exercise
 To ensure that the teachers exert hard efforts to enhancing the learning of the students
Educational authorities are responsible for evaluation the performance of the teachers. As
a matter of specification, these authorities set learning outcomes, professional standards for
the teachers and set norms, which the teachers need to abide by, for catering to the
educational needs of the students (National Board for Professional Teaching Standards,
Arlington, 2002). Inspectors pay visits to the schools and the other educational institutions for

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assessing the effectiveness of the adopted pedagogical methods. Feedbacks on the conducted
inspection assists the educational institutions to work on the modifications needed for
attaining the growth and development in case of the learners.
Like other countries, educational institutions in USA implements regulations on the
pedagogy, which are centrally regulated. The school authorities play the role of leaders
towards evaluating the performance of the teachers. This is in terms of developing
professional standards for evaluation and averting the intervention of bureaucratic
professionals. On the other hand, in Finland, director of the schools play the role of leaders
for evaluating the performance of the teachers.
In some of the cases, peer influences shapes teachers’ evaluation. This influence is more
productive, yet there is greater sense of responsibility. Along with this, there is much scope
for evaluating the areas, which needs to be improved for upgrading the standards of learning
process for the students. According to the Darling-Hammond, Jaquith & Hamilton, (2012),
peer observation in case of lesson plans, uplifts the standards of instructions. Feedbacks help
in excavating the areas, where the lessons lacks alignment to the identified and the specified
objectives.
Mention can be made of edTPA (Teacher Performance Assessment). This is a national,
subject specific portfolio based assessment, where the students perform the teachers’
evaluation. This approach reflects their readiness towards full classroom teaching
assignments. The applicability of the policy lies in licensing the teachers towards making
effective use of the pedagogical methods. Although the policy is based on California, other
five states including Minnesota have adopted the policy for appraising the performance of the
teachers. The performance assessment is conducted during the course of teacher preparation
programs. The students, teachers and other candidates have the allowance for completing

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these assessments. For completing the assessments, the candidates need to apply for
recapitulating on what they have learnt in the coursework. Here, strategies and theories are
applied for adding value to the artefacts (Oecd.org, 2009). Research in this direction lasts for
one week, where the performance of the teachers are tracked on the basis of their approach
towards explaining the basic concepts to the students. Within this, the main focus is on the
inculcating reflective skills within the students regarding the learning process.
In the framework, the policy is divided into three segments, where there are three tasks.
Task 1 is Planning for the Instruction and Assessment. Task 2 involves Instructing and
Engaging the Students in Learning. The actions in Task 3 consists of learning assessment in
case of the students. The meetings with the higher authorities results in evaluating the
effectiveness, appropriateness and feasibility of the proposed pedagogical methods. The
officials, while preparing the frameworks for teachers assessment and evaluation, take into
consideration the following five principles:
 Commitment to the students and their learning
 Knowledge of the subjects and the pedagogy adopted for teaching the subjects to th
students
 Management and monitoring of the student learning
 Systematic thinking of the learning practices and enhancing the experience
 Teachers being provided the opportunity to become the members of the learning
communities (Danielson, 2011)
Policy 2- Finland
When it comes to Finland, the teachers are recruited from the top list of the
candidates. There is diversification within this dynamics. Initial teacher education is the
concept, which gains important position in terms of developing the “best and the brightest”

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policies for improving the learning processes of the learners. Support from the Ministry of
Education and Culture is assistance in terms of appraising the performance of the teachers.
Without the framework, this appraisal is impossible. The local government personnel and the
members of the trade union indulge in contract. Through these contracts, negotiations are
made in terms of the labour market. Both the parties adhere to the guidelines, which helps in
achieving positive results in appraising the performance of the teachers (Oecd.org, 2009).
The identified goals and contents of the curriculum are considered in comparison to the
development plan for the following year.
Mention can be made of the use of Danielson’s Framework, which covers all the
domains of the education. These domains are: planning and preparation, classroom
environment, instructions and professional responsibilities. In planning and preparation,
emphasis is laid on enhancing the knowledge of the teachers regarding the learning of the
students. Hiring skilled and trained teachers lays a proper foundation for providing a good
start to the academic development of the learners. Interviews are conducted for assessing the
proficiency of the teachers towards the learning of the students.
At the meetings, journey mapping is considered for assessing the effectiveness of the
chosen pedagogy. This assessment helps in making plans for upgrading the standards and
quality of the education. This exercise enhances the visual skills of the personnel towards
growth and development of the learners. As per the opinions of Darling-Hammond, Jaquith &
Hamilton, (2012), territory mappings are assistance in terms of gaining an insight into the
areas to which the educational services can be spread for increasing the sales revenue and the
profit margin. After the creation of the maps, they are shared with the mentors for rewarding
the professional standards.

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Which policy is more effective?
After reviewing both the policies, it can be said that edTPA is more effective. This is
because assessment of the teachers’ performance would assist in upgrading the standards and
quality of the learning process. Providing the students with the opportunity to evaluate and
assess the performance of the teachers would act as their empowerment in terms of academic
development. Consciousness towards utilizing the best teaching practices reflects the
initiatives towards upgrading the standards and quality of the pedagogy and the learning
methods. Adopting the policy after thorough meetings would be effective in terms of
ensuring positive outcomes towards the academic development of the students (National
Board for Professional Teaching Standards, Arlington, 2002).
Recommendations
Frequent revisions of the teacher preparation programs would help in excavating the
areas, which needs modifications. Involving the stakeholders and shareholders in this process
would prove beneficial in terms of enhancing the cultural diversity. Dividing the programs
equally within the trimester periods would be fruitful for completing the activities within the
stipulated deadlines. Application of the students regarding what they have learnt enhances the
awareness of the personnel regarding the proposed pedagogical and the learning methods.
Classroom observations help in assembling the documents and artefacts selected. These
documents would be effective in terms of preparing effective lesson plans for the learners.
Review of the documents in the meetings would be effective in terms of gaining an
insight into the adopted pedagogy. Conducting 3d prototyping for the review would enhance
the awareness towards areas covered for enhancing the learning for the students. Along with
this, reviewing the artefacts would act as an agent in terms of excavating the difference
between the teacher quality and the teaching quality. Classroom environment needs to be
considered for assessing the performance of the teachers. The lessons planned by the teachers

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would help in determining their approach towards the fulfilling the educational needs of the
students.
For assessment, instructional pedagogy is important. This is in terms of gaining an
insight into the resources used for planning the courses for the learners. Within this,
interaction with the students is vital for measuring the communication. Feedbacks and
surveys would be crucial for collecting the approaches towards catering to the educational
needs of the learners. Support from the Education Ministry and Culture would be effective in
terms of getting quality educational services. Cultural aspect is necessary for both the
teachers and the learners. The curriculum involves the teachers and the students from
different socio-cultural backgrounds. In order to cater to the needs of the teachers and the
learners, assessments are necessary. Using frameworks for assessment, covers every aspect of
the efforts produced by the teachers. Sharing the results of the frameworks with the
government personnel would enhance the cultural diversity of the educational parameter
within USA.
Interviewing the teachers would be a crucial part of the assessment. As a matter of
specification, considering the full time teachers as the samples would be effective in terms of
collecting data on the modifications, which needs to be made for upgrading the standards and
quality of the learning processes.
Comparison with Finland
Finland’s educational policy is effective, as it aims to develop “best and brightest” for
the education. However, not considering frameworks for assessment is a drawback for
appraising the performance of the teachers. In this case, USA’s edTPA is effective, as it
involves planning for assessing the performance of the teachers and the learners. Instructing
and engaging the leaners in the assessment process is fruitful, which enhances the aspect of

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cultural diversity. Assessment of the learning processes for the students is missing in the
educational policies of Finland. This absence necessitates the frameworks, which would seem
effective for appraising the performance of the teachers. However, adherence to the
legislative requirements would help in averting the illegal instances towards enhancing the
learning process for the learners.

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References
Danielson, C. (2011). Enhancing professional practice: A framework for teaching. ASCD.
Darling-Hammond, L., Jaquith, A., & Hamilton, M. (2012). Creating a comprehensive
system for evaluating and supporting effective teaching. Stanford, CA: Stanford
Center for Opportunity Policy in Education.
National Board for Professional Teaching Standards, Arlington, Va. (2002). What teachers
should know and be able to do. National Board for Professional Teaching Standards.
Santiago, P., & Benavides, F. (2009). Teacher evaluation: A conceptual framework and
examples of country practices. Paper for presentation at the OECD Mexico, 1-2.
Teacher Evaluation: Current Practices in OECD Countries and a Literature Review OECD
Education Working Paper No. 23 By Marlène Isoré, (2009), Retrieved 26th Nov 2018
from http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?
doclanguage=en&cote=edu/wk