1 / 16

Linking Evaluation to Coaching and Mentoring Models

Linking Evaluation to Coaching and Mentoring Models. NSDC Standards for Teacher Development 1. Context Standards: Learning communities Leadership Resources Process Standards: Data driven Evaluation Research based. Design Learning Collaboration.

donnan
Download Presentation

Linking Evaluation to Coaching and Mentoring Models

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Linking Evaluation to Coaching and Mentoring Models

  2. NSDC Standards for Teacher Development1 Context Standards: • Learning communities • Leadership • Resources Process Standards: • Data driven • Evaluation • Research based • Design • Learning • Collaboration

  3. NSDC Standards for Teacher Development1 Content Standards: • Equity • Quality teaching • Family involvement

  4. Context Standards1 Teacher development that improves the learning of all students: • Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities) • Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership) • Requires resources to support adult learning and collaboration. (Resources)

  5. Process Standards1 Teacher development that improves the learning of all students: • Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven) • Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation) • Prepares educators to apply research to decision making. (Research-Based)

  6. Process Standards1 (continued) Teacher development that improves the learning of all students: • Uses learning strategies appropriate to the intended goal. (Design) • Applies knowledge about human learning and change. (Learning) • Provides educators with the knowledge and skills to collaborate. (Collaboration)

  7. Content Standards1 Teacher development that improves the learning of all students: • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity) • Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)

  8. Content Standards1 (continued) Teacher development that improves the learning of all students: • Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)

  9. Organization Teachers Program The Three Essential Pieces of Effective Teacher Development2 • Participant learners (teachers): needs and characteristics • Program: purposes, structure, content, process and follow-up • Organization: characteristics that contribute to or support effective staff development

  10. The Three Essential Pieces of Effective Teacher Development2 (continued) • Participant learners (teachers): needs and characteristics • Based on the principles of adult learning • Offers increased knowledge and skills • Includes reflective practice • Includes exploration and investigation of improved practices • Provides opportunities to work collaboratively with teacher colleagues

  11. The Three Essential Pieces of Effective Teacher Development2 (continued) 2. Program: purposes, structure, content, process and follow-up • Focused on improving classroom practice and increasing student learning • Continuous learning, not a one-time seminar • Embedded in the daily work of teaching, not separate isolated occasions • Centered on crucial teaching and learning activities – planning lessons, evaluating student work and developing curriculum

  12. The Three Essential Pieces of Effective Teacher Development (continued) • Based on collaborative reflection and joint action • Supported by modeling and coaching that teaches problem-solving techniques • Includes follow-up

  13. The Three Essential Pieces of Effective Teacher Development2 (continued) 3. Organization: characteristics that contribute to or support effective teacher development • Strong and engaged instructional leadership on the part of the school principal • A culture of collegiality • A shared vision of the student improvement objectives • A norm of continuous improvement applicable to all • Time for classroom experimentation • Innovative and coordinated management of funding and teachers' time

  14. Types of Teacher Development Models2 • Individually guided teacher development • Observation/Assessment • Involvement in a development/ improvement process • Training • Inquiry

  15. Types of Teacher Development Models2(continued) • Individually guided teacher development: Individuals identify, plan and pursue activities they believe will support their own learning. • Observation/Assessment: Teachers are observed directly and given objective data and feedback about their classroom performance. • Involvement in a development/ improvement process: Teachers develop curriculum, design programs, or become involved in school improvement processes to solve general or specific problems.

  16. Types of Teacher Development Models2(continued) • Training: Teachers engage in individual or group instruction in which they acquire knowledge or skills. • Inquiry: Teachers identify and collect data in an area of interest, analyze and interpret the data, and apply their findings to their own practice.

More Related