Through Rigorous Personnel Evaluation
Purpose of Evals Get the best people working with our kids Keep them there Support behaviors that inspire continual growth…establish and maintain a culture of growth
Rigorous Evals 1. 2. 3. 4. 5.
Clear expectations & criteria for success Growth culture “Open” classrooms & the mobile office Candid conversations that move learning forward Evidence to inform/explain Rubric then learning data Learning data then rubric
Rigorous Evals 1. Clear expectations & criteria for success Define effective teaching Develop a common language SUPPORT ALIGNED BEHAVIORS Culture of Growth
Student Groups (CCSS)
Teacher Classrooms
SL.11-12.1b promote civility, establish roles
Domain 2a Students demonstrate genuine caring for one another.
Staff demonstrate genuine caring for one another
SL.11-12.1c probe reasoning & evidence, promote divergent and creative perspectives
Domain 2d Students monitor their own and their peers’ behavior, correcting one another respectfully.
Staff monitor their own and their peers’ behavior, correcting one another respectfully.
SL.11-12.1d synthesize claims & evidence from all sides, resolve contradictions when possible, determine additional information needs
Domain 3b Students themselves ensure that all voices are heard in the discussion.
Staff ensures all voices are heard in discussions.
Schools
Setting clear expectations
ď‚–
What does it mean? CRIPPLING WEAKNESS
WEAKNESS
SOLID
STRENGTH
Rigorous Evals 1. 2. 3. 4. 5.
Clear expectations & criteria for success “Open” classrooms & the mobile office Growth culture Candid conversations that move learning forward Evidence to inform/explain Rubric then learning data Learning data then rubric
Rigorous Evals 1. Clear expectations & criteria for success 2. “Open” classrooms & the mobile office
Observation/Support v. Monitoring Greater understanding of collective strengths Targeted PD and resources Culture of growth
Rigorous Evals 1. 2. 3. 4. 5.
Clear expectations & criteria for success “Open” classrooms & the mobile office Growth culture Candid conversations that move learning forward Evidence to inform/explain Rubric then learning data Learning data then rubric
Rigorous Evals 1. Clear expectations & criteria for success 2. “Open” classrooms & the mobile office 3. Growth culture Targeted PD…puttin’ our money where our mouth is
Targeted PD Evolve from our traditional vision of PD Traditionally whole group, or… Periodic off-site during the school day
Many teachers will self-direct if pointed in the right direction Encourage and facilitate online networking (professional organizations, Twitter, G+,…) You do not have to have all the answers…you just have to know how to help find them
Rigorous Evals 1. 2. 3. 4. 5.
Clear expectations & criteria for success “Open” classrooms & the mobile office Growth culture Candid conversations that move learning forward Evidence to inform/explain Rubric then learning data Learning data then rubric
Rigorous Evals 1. 2. 3. 4.
Clear expectations & criteria for success “Open” classrooms & the mobile office Growth culture Candid conversations that move learning forward
Evidence-based conversations Avoid the power struggle trap It’s about evidence and a commitment to grow Continually reference established expectations
Student Groups
Teacher Classrooms
Schools
SL.11-12.1b promote civility, establish roles
Domain 2a Students demonstrate genuine caring for one another.
Staff demonstrate genuine caring for one another
SL.11-12.1c probe reasoning & evidence, promote divergent and creative perspectives
Domain 2d Students monitor their own and their peers’ behavior, correcting one another respectfully.
Staff monitor their own and their peers’ behavior, correcting one another respectfully.
SL.11-12.1d synthesize claims & evidence from all sides, resolve contradictions when possible, determine additional information needs
Domain 3b Students themselves ensure that all voices are heard in the discussion.
Staff ensures all voices are heard in discussions.
Rigorous Evals 1. 2. 3. 4. 5.
Clear expectations & criteria for success “Open” classrooms & the mobile office Growth culture Candid conversations that move learning forward Evidence to inform/explain Rubric then learning data Learning data then rubric
Using Real Data Start with the “rating”
Chart student engagement within discussion Chart student questioning during discussion Multi-angle student discipline data analysis Formative assessment & adjustment evidence
Start with the “data” Why is enrollment in this course low? Why is the success rate in this class high? Why do parents/students request this teacher?
LEARNING DATA
Learning Data Learning data “specialist” Somewhat unchartered waters Formative classroom data Analysis and daily adjustment Moving learning forward
Growth toward… ISLE implementation Student learning maps as instructional spine Teacher as facilitator
Writing the Evaluation Informative/Explanatory Writing Development, Evidence, Sources
W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Exit Slip ď‚– What is your biggest teacher eval concern going into next year?
ď‚–
Meaningful change Rigorous evaluation Continual growth
Tim Farquer timfarquer@gmail.com @timfarquer G+ tim farquer
Thank you for attending Please contact me if I can assist in any way.