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Teacher Development and Evaluation Model October 22, 2012

Teacher Development and Evaluation Model October 22, 2012. Review of Norms. The time we spend at meetings to achieve this mission is valuable and must be utilized effectively and efficiently. Assume best intentions and seek clarification when needed.

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Teacher Development and Evaluation Model October 22, 2012

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  1. Teacher Development and Evaluation ModelOctober 22, 2012

  2. Review of Norms The time we spend at meetings to achieve this mission is valuable and must be utilized effectively and efficiently. • Assume best intentions and seek clarification when needed. • Think, speak, and act in the best interests of students and the adults who support their development. • Be there ready to begin on time, be prepared, and be accountable. • Avoid side conversation. • Seek to build trust by keeping an open mind (even though change is a risk), maintaining a safe and supportive environment that encourages growth and development, nurture risk-taking and innovation, and forgive mistakes. • Challenge assumptions and risk personal discomfort to provide opportunities to learn. • Abide by group decisions and support those decisions with professional behavior. • Maintain a healthy humor, celebrate and laugh together. • Keep cell phones silent and leave all non-emergency calls to attend to after the meeting or during breaks.

  3. Essential Question To what extent is the Professional Learning and Evaluation Model contributing to the achievement of Goal #5 of the Strategic Plan? Goal #5 Recruit, employ, develop and retain an exceptional staff dedicated to and representative of Parkway’s diverse community.

  4. Topical Question How can we incorporate the state requirement of measurements of student growth in learning to the Parkway Professional Development and Evaluation Model?

  5. Goals • Review implementation of the Parkway Professional Learning and Evaluation Model • Determine Parkway’s action to incorporate student growth in Parkway’s teacher evaluation model

  6. Data Protocol • Phase I Predictions (5 Minutes) • Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions, and expectations • Phase II Observations (20 Minutes) • Analyzing the data for patterns, trends, surprises, and new questions that “jump” out • Phase III Inferences (10 Minutes) • Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new actions and interactions and the data needed to guide their implementation. Building ownership for decisions

  7. What did we learn about the new model from analyzing the data? • MIP Most Important Point • What is the Most Important Point to be conveyed to staff members regarding the new Professional Learning and Evaluation Model? • Write your response on a note card. • Circle Share

  8. Missouri Essential Principles of Effective Evaluation Measures educator performance against research-based, proven practices associated with the improvement of student performance Uses multiple ratings to differentiate levels of performance Highlights a probationary period of adequate duration to ensure sufficient induction and socialization support for new teachers and leaders Includes measures of growth in student learning as a significant part of the evaluation of professional practice at all levels Provides ongoing, timely, deliberate and meaningful feedback on performance relative to research-based targets Requires standardized, periodic training for evaluators to ensure reliability and accuracy Utilizes the results and data to inform decisions regarding personnel, employment determinations and policy regarding employment

  9. Enduring Understandings Parkway stakeholders will understand that… • An effective evaluation instrument provides feedback to teachers about their practice and connects to professional development. • An effective evaluation instrument emphasizes collaboration between teacher and administrator throughout the process. • An effective evaluation instrument must be designed in such a way as to facilitate consistency in use among evaluators and evaluatees. • Highly effective evaluation instruments focus on mission‐related student learning outcomes • Highly effective evaluation instruments provide clear descriptions of the role and responsibility of the teacher inside and outside of the classroom.

  10. Missouri Essential Principles of Effective Evaluation Measures educator performance against research-based, proven practices associated with the improvement of student performance Uses multiple ratings to differentiate levels of performance Highlights a probationary period of adequate duration to ensure sufficient induction and socialization support for new teachers and leaders Includes measures of growth in student learning as a significant part of the evaluation of professional practice at all levels Provides ongoing, timely, deliberate and meaningful feedback on performance relative to research-based targets Requires standardized, periodic training for evaluators to ensure reliability and accuracy Utilizes the results and data to inform decisions regarding personnel, employment determinations and policy regarding employment

  11. Student Growth The state of Missouri Office of Educator Quality requires the use of measures of growth in student learning as a part of the evaluation process • More than a once a year test, although state assessments should be included where available • Multiple measures showing growth in learning across two points in time (DESE Presentation to District Leadership – Fall 2012)

  12. Measures of growth in student learning • Essential Principle #4 Key Components • Is a significant part of the evaluation process • Includes multiple measures of growth in student learning • Includes formative and summative measures • Highlights growth in student learning • Includes state assessments and additional district assessments

  13. Questions to Consider • What is already included in the Domain: Monitoring, Assessment and Feedback aligned to the principle? • Where (in the model) are we going to include this measurement? • What are we going to use for this measurement? • What assessments do we have in place that we can use? • What needs to be created?

  14. What is already included in Monitoring, Assessment and Feedback? • Review the Domain (Including the Overview Paragraph) • What do we have? What is missing? • Individual Notes • Table Consensus • Group Share

  15. Adding a Criteria TQ: Where in the model are we going to include this?

  16. Examples

  17. Multiple Measures • What “summative, formative, and additional” assessments exist in Parkway? • How can every teacher demonstrate student growth in a systemic fashion? • What needs to be created? • Timeline

  18. Next Steps • What are our next steps?

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