RAPPS – Rural Alaska Principal Preparation and Support Program
Download
1 / 24

RAPPS – Rural Alaska Principal Preparation and Support Program Using Teacher Evaluation Results - PowerPoint PPT Presentation


  • 117 Views
  • Uploaded on

RAPPS – Rural Alaska Principal Preparation and Support Program Using Teacher Evaluation Results May 28 – 30, 2014 Learning Groups 1, 2, and 3 Hilton Hotel - Anchorage, Alaska Session Leader: Al Bertani, RAPPS Senior Design Consultant. Session Objectives.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' RAPPS – Rural Alaska Principal Preparation and Support Program Using Teacher Evaluation Results' - yoshe


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

RAPPS – Rural Alaska Principal Preparation and Support Program

Using Teacher Evaluation Results

May 28 – 30, 2014

Learning Groups 1, 2, and 3

Hilton Hotel - Anchorage, Alaska

Session Leader: Al Bertani, RAPPS Senior Design Consultant


Session objectives
Session Objectives Program

  • Using evaluation results in human resource

    decisions

  • Aligning evaluation results with professional

    development needs

  • Designing targeted long-term professional

    development


USING Program

EVALUATIONS

IN HUMAN

RESOURCE

DECISIONS


Evaluations and Human Resource Decisions Program

  • Does the state intend to align evaluation results to human

    resource decisions?

  • At what point will evaluation results warrant promotion,

    dismissal, etc…?

  • Will teacher identified as ineffective have sufficient

    opportunities and support to improve before termination is

    considered?

  • What resources, including time and personnel, will be

    dedicated to teacher improvement?

  • Can evaluation results be used to identify teachers for roles

    such as mentors, master teachers, etc…?

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;

National Comprehensive Center for Teacher Quality; May 2012


ALIGNING Program

EVALUATION

RESULTS WITH

PD PLANNING


Using Teacher Evaluation Results Program

  • Have trigger points been established for using evaluation results?

  • Is professional development an integral components of the evaluation cycle?

  • Will teacher evaluation results be used to target professional development activities?

  • Are professional learning activities provided in a manner that is supported by research?

  • Have systems been established to evaluate professional learning efforts?

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;

National Comprehensive Center for Teacher Quality; May 2012


Problems of practice
Problems of Practice Program

Step 1 Count off 1 – 4 across the room.

Step 2 Re-group finding three other colleagues that are not sitting at your table.

Step 3 Assume responsibility for addressing the Problem of Practice you are assigned.

Step 4 Outline the professional development supports and the content focus of what

you would recommend on chart paper.

Step 5 Be prepared to share with another group.


Problems of practice1
Problems of Practice Program

Problem 1 2nd Grade Teacher

Establishing Rules and Procedures

Problem 2 6th Grade Teacher

Using Questioning and Discussion Techniques

Problem 3 Music Teacher

Providing Feedback to Students

Problem 4 High School Science Teacher

Demonstrating Knowledge of Content


Problem of practice 1
Problem of Practice #1 Program

2nd Grade Teacher - Establishing Rules and Procedures

Mary is a second grade teacher with three years of experience.

She has inherited a challenging classroom of students filled

with what seems to be boundless energy. In your early fall

observation of her classroom, you note multiple inconsistencies

in her classroom rules and and procedures.

What professional development would you outline for her to

support her growth (How)? What resources would you identify

to support her content learning to improve rules and

procedures (What)?


Problem of practice 2
Problem of Practice #2 Program

6th Grade Teacher-Using Questioning & Discussion Techniques

Brad is a sixth grade teacher with seven years of experience.

With the implementation of the Alaskan Standards, he has

been consciously working on challenging his student with

higher order thinking tasks. In your observation of his

classroom, you note he is struggling with questioning and

discussion techniques.

What professional development would you outline for him to

support his growth (How)? What resources would you identify

to support his content learning to improve his questioning and

discussion techniques in the classroom (What)?


Problem of practice 3
Problem of Practice #3 Program

Music Teacher - Providing Feedback to Students

Nancy is a music teacher with 12 years of experience. In an

effort to renew her teaching strategies, she has chosen to focus

on differentiated methods for providing feedback to students.

In observing her teaching, you recognize that she is using a

limited number of strategies to provide feedback.

What professional development would you outline for her to

support his growth (How)? What resources would you identify

to support her content learning to expand her methods of

providing students with differentiated feedback (What)?


Problem of practice 4
Problem of Practice #4 Program

H.S. Science Teacher - Demonstrating Knowledge of Content

Michael is a biology teacher with 17 years of experience. In

implementing the Alaskan Standards, he is struggling with the

increased cognitive demands his students will be facing. While

you are not an expert in science teaching, you do note that he

lacks clarity in teaching complex science concepts.

What professional development would you outline for him to

support his growth (How)? What resources would you identify

to support his his needs around content learning in biology

(What)?


Powerful designs for professional learning
Powerful Designs for Professional Learning Program

Accessing Student Voices Action Research

Assessment as P.D. Case Discussions

Classroom Walk-Throughs Critical Friends Groups

Curriculum Designers Data Analysis

Immersion in Practice Journaling

Lesson Study Mentoring

Peer Coaching Portfolios for Educators

School Coaching Shadowing Students

Standards in Practice Study Groups

Training the Trainer Tuning Protocols

Visual Dialogue Under Development


DESIGNING Program

TARGETED

LONG-TERM

PROFESSIONAL

DEVELOPMENT


PD Learning Cycle Framework Program

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014;

https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD


PD Learning Cycle Framework Program

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014;

https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD


Engage Tools Program

(Join Groups, Ask Questions, Share Resources)

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014;

https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD


Learn Tools Program

(On-Line Courses, Webinars, Self-Paced Modules)

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014;

https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD


Support Tools Program

(Connect and Share Practices with Mentors for Feedback and Coaching)

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014;

https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD


Measure Tools Program

(Collect Data to Measure Teacher Growth on New Practices and New Skills)

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014;

https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD


Teaching Channel On-Line Video Resource Program

How Teachers Are Learning: Professional Development Re-Mix; EdSurge; Published April 2014;

https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix#A-Framework-for-PD


Teaching Channel On-Line Video Resource Program

Teaching Channel

https://www.teachingchannel.org


AITSL Illustrations of Practice Program

Illustrations of Practice Introductory Video

https://www.youtube.com/watch?v=dwwwE5PsxNs

Australian Institute for Teaching and School Leadership

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/find-by-career-stage


AITSL ILLUSTRATIONS OF PRACTICE Program

Australian Institute for Teaching and School Leadership

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/find-by-career-stage


ad