slide1
Download
Skip this Video
Download Presentation
RAPPS – Rural Alaska Principal Preparation and Support Program Using Teacher Evaluation Results

Loading in 2 Seconds...

play fullscreen
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
slide1

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
  • Using evaluation results in human resource

decisions

  • Aligning evaluation results with professional

development needs

  • Designing targeted long-term professional

development

slide3

USING

EVALUATIONS

IN HUMAN

RESOURCE

DECISIONS

slide4

Evaluations and Human Resource Decisions

  • 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

slide5

ALIGNING

EVALUATION

RESULTS WITH

PD PLANNING

slide6

Using Teacher Evaluation Results

  • 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

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

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

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

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

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

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

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

slide14

DESIGNING

TARGETED

LONG-TERM

PROFESSIONAL

DEVELOPMENT

slide15

PD Learning Cycle Framework

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

slide16

PD Learning Cycle Framework

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

slide17

Engage Tools

(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

slide18

Learn Tools

(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

slide19

Support Tools

(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

slide20

Measure Tools

(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

slide21

Teaching Channel On-Line Video Resource

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

slide22

Teaching Channel On-Line Video Resource

Teaching Channel

https://www.teachingchannel.org

slide23

AITSL Illustrations of Practice

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

slide24

AITSL ILLUSTRATIONS OF PRACTICE

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