• D oes it "w ork"? • Is it individualized? • D oes it build team spirit or cohesiveness? • To prom ote teacher grow th • To m onitor new teachers • To assure quality teaching in every classroom 1 \~-------------------------------------------
• Top-D ow n • R arely encourages teacher grow th. • U niform • A ll teachers have different evaluation needs. • Form driven again. RQPONMLKJIHGFEDCBA • O nce an evaluation form has been filed, rarely seen C o n c e rn s a b o u t a te a c h e r's p e rfo rm a n c e h a v e arisen. • Y ou review the file. • Y ou read previous year's w ritten evaluations. • W hat do you find? • Focus on teacher grow th • D ifferentiate according to teacher needs • E ncourage teacher reflective practice • D evelop spirit of collegiality 2
W hat do evaluation practices need to do fOL .. • E xperienced, successful teacher • N ew teacher • U nderperform ing teacher -"" "" T he M odel overview C O R E E lem ent 1. • E very teacher A dded E lem ent 2. • N ew teachers A dded E lem ent 3. • U nderperform ing teachers C O R E G oals E vidence Monitor, support S hare, celebrate 3 RQPONMLKJIHGFEDCBA
C O R E dcbaZYXWVUTSRQPONMLKJIHGFEDCBA G oals E V idence M onitor, support S hare, celebrate iit P ro c e s s O v e rv ie w - - ~ C O R E I II II T h e G oals N o w T e a c h e r U n d e rp e rfo rm e r E V idence II O bserve, II II r l Identify ~ ;~ , M onitor, support I II ~"~~~tor II II use video II S hare, r I D ocum ent Il celebrate 1 . C O R E E le m e n t G oals E v e ry Teacher E V idence M onitor, support S hare, celebrate 4
• W ritten in term s of the teacher's professional grow th. • C oilaborativeiy* developed. standards. GFEDCBA • B ased on perform ance * C o lla b o ra tiv e developm ent is an essential elem ent for applying the d iffe re n tia te d principle of evaluation . •• P rofessional G row th G oal • C lassroom M anagem ent G oal • C urriculum G oal • V ideo Idea (m e e ts a g o a l) Date Pnnclpai SlgnalUre leachersIgnature Date • S tudent projects? • V ideo clips of lessons? • D em onstrations? • S tudent surveys? • C ollaboratively* developed. * C o lla b o ra tiv e developm ent assures no m isunderstandings w ill occur w hen the teacher is preparing his or her evidence of grow th. 5
Monitor and support dcbaZYXWVUTSRQPONMLKJIHGFEDCBA • Funds? • R esearch? • Inservice? • E quipm ent? • R esources? • O ther? " RQPONMLKJIHGFEDCBA S h a re a c c o m p lis h m e n ts .,,-- • E nd of year celebration event • S how case evidence • A ll faculty invited • O thers invited? • R efreshm ents or other enhancem ents to th e "e v e n t" 2 . A d d e d E le m e n t • C lassroom N e w observations • F o rm a l Teachers • Inform al • V id e o · • C oaching • M entoring/S upporting • D ocum enting 6
The value of the video cam era should not be underestim ated system . RQPONMLKJIHGFEDCBA in this alternative evaluation • In lieu of classroom observations for new teachers • R eflective practice and "retakes" • A s evidence for end of year show case • Focus on the teacher • F o c u s o n p ro fe s s io n a l g ro w th o f th e te a c h e r. • G oal orientation • R e fle c ts e a c h te a c h e r's n e e d s . • B a s e d o n p e rfo rm a n c e s ta n d a rd s . • R eflective practice • E n g a g e th e te a c h e r in e x a m in in g h is o r h e r o w n te a c h in g p ra c tic e s . v id e o b e fo re s u p e rv is o r. Teacher evaluates !' • T e a c h e r m a y c h o o s e to re ta k e th e v id e o . n o t ·telling.~ GFEDCBA • S upervisor role changes • S u p p o rtin g , c o a c h in g , E s ta b lis h g o a l(s ) 1 . M a k e v id e o 2. • P re fe ra b ly , the teacher m akes the video T e a c h e r v ie w a n d a n a ly s is 3. S u b m it v id e o fo r a n a ly s is 4 . C o n s id e r "vim eo. corn" S u p e rv is o r v ie w a n d a n a ly s is 5 . F o llo w -u p c o n fe re n c e 6 . 7
• Teacher reluctance traditional. RQPONMLKJIHGFEDCBA • Teachers often prefer the • B e in g re q u ire s le s s e ffo rt. "passlvs" • S et up issues • S om e support required • T rip o d , o th e r a s s is ta n c e , o ld e r s tu d e n ts • Technology • U ser friendly video recorder • U ser friendly view ing technology • U s e th e c lo u d s u c h a s "v im e o .c o m " --= 3 . A d d e d E re m e n t • Identify • D u e p ro c e s s e le m e n ts • P e rfo rm a n c e s ta n d a rd s U nderperform ing • C oach and M entor Teachers • C la s s ro o m v is its ? • P e rs o n a l o r v id e o • D ocum ent • W ritte n e v id e n c e o f th e te a c h e r's p e rfo rm a n c e • d u e p ro c e s s s te p s • S um m ary w ith teacher and supervisor signature . • Includes goals, if and how m et, areas of strength, areas of grow th. • S am ple of "Just W alking Through" • S am ple of evidence • S urveys, student w ork, test scores, etc. 8
• The goal of teacher evaluations is to help a teacher grow , not find a reason to fire them . • C onsider a "collaborative" m ethod over "top- dow n." • M ake sure your school has perform ance standards w hile still allow ing the teacher freedom to be them selves. i!< RQPONMLKJIHGFEDCBA C o n 't • D on't subject your teachers to your ow n "w him s" or "teach like I teach" m entaiity. • W hen observing in a classroom , respect the teacher as the host or hostess and you are a guest. D o not disturb the class or interfere ... be as unobtrusive as possible C o n 't 9
• B e careful, thorough and objective in your notes of the lesson. • G ive feedback w ithin 24 hours using C hristian tact and respect. • N othing should be filed (positive or negative) w ithout teacher's know ledge • Follow due process • D atha Tickner, dtickner@ orangew oodacadem y.com • N orm an P ow ell, norm anandroxie1956@ gm ail.com • Todd W hitaker, "W hat G reat P rincipals D o D ifferently, Fifteen Things That M atter M ost" 2003 RQPONMLKJIHGFEDCBA 1 0
Recommend
More recommend
