Teacher Development, Evaluation, and Peer Support
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Transcript of Teacher Development, Evaluation, and Peer Support
TEACHER DEVELOPMENT, EVALUATION, AND PEER SUPPORT
Overview Session for MPS Staff
March 10, 2014
MISSION STATEMENT
To develop, improve, and support educators and effective teaching practices and improve student learning and success.
Teacher Knowledge, Skills, and Professional Responsibilities
Professional Development and Learning
Professional Practice65%
Charlotte DanielsonPlanning and Preparation – Classroom Environment –
Professional Responsibilities
Evidence of Student Learning
District Goals 5%
Site Goals 10%Individual Goals 20%
Student Engagement
Charlotte Danielson
Framework for TeachingDomain 3C
District
Priorities and Supports
Curriculum
Teaching and
Learning Framework
Improvement
Planning and
Priorities
PROFESSIONAL GROWTH AND DEVELOPMENT PLAN (PGDP) All teachers set 3 year Professional Area of Focus Need to set an annual goal each year aligned to area of
focus Continue to set 2 Individual Goals as part of Q-Comp
process (or project) These goals CAN align! Review annually with administrator
WHAT WILL MY EVALUATION LOOK LIKE? 3 Key Components
Professional Practice (observation process)
Student Engagement (part of observation)
Evidence of Student Learning
TEACHER PROFESSIONAL PRACTICE Charlotte Danielson Framework for Teaching (FfT) Four Domains (Similar to Current Model)
Planning and Preparation Classroom Environment Instruction Professional Responsibilities
Teachscape
STUDENT ENGAGEMENT
Domain 3c in Danielson Framework for Teaching Engages students in learning
Student Engagement Walkthrough
Student Engagement Walkthrough ObservedNot
Observed
Not
Applicabl
e
Area of
Noted
Strength
Positive Body Language: Students exhibit body postures that indicate they are paying attention to the teacher and /or other
students.
Consistent Focus: All students are focused on the learning activity with minimum interruptions.
Verbal Participation: Students express thoughtful ideas, reflective answers, and questions relevant or appropriate to
learning.
Student Confidence: Students exhibit confidence and can initiate and complete a task with limited coaching and can work
in a group.
Fun and Excitement: Students exhibit interest and enthusiasm and use positive humor.
EVIDENCE OF STUDENT LEARNING Must total at minimum 35% of evaluation 3 parts
District Goals (5% of evaluation) Site Improvement Plan (10% of evaluation) Individually Defined (20% of evaluation)
Set by teacher and administrator; could be based on individual goal
EVIDENCE OF STUDENT LEARNING **explain rubric here**
PORTFOLIO OPTION
Additional Evidence for Consideration
E-Folio Possibility
WHY CREATE OUR OWN MODEL?
The State Model is Cumbersome The implementation handbook alone is 103 pages long
Our proposal was created to align to our system We have worked with a team of teachers, administrators,
and EA reps to develop our plan
FOR MORE INFORMATION
Staff Link – Teacher Evaluation Page Includes State Model Example
www.teachscape.com Charlotte Danielson’s Framework for Teaching Any Development Committee Member (Identified on
Handbook)
QUESTIONS?