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SIP Monitoring and Evaluation. Effective Principals. 1’ for Everybody Writes*: What makes Principals effective? 1’ for Numbered Heads Together**: Participants number off in teams. Participants put heads together. Participants share what they wrote with their team:

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effective principals
Effective Principals
  • 1’ for Everybody Writes*: What makes Principals effective?
  • 1’ for Numbered Heads Together**:
    • Participants number off in teams.
    • Participants put heads together.
    • Participants share what they wrote with their team:
      • Team members revise their writing as needed as they listen to their team members.
    • Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e
what correlates most closely with a principal s level of effectiveness
What correlates most closely with a principal's level of effectiveness?
  • Ability to recruit/retain effective teachers- 42.4%
  • Time spent on classroom observations/PD for teachers - 36.16%
  • Principal’s Level of training & PD- 7.89%
  • Other - 6.73%
  • Time spent on organization/management activities- 3.8%
  • Principal’s Years of experience-2.63%
  • Principal’s Level of education- .39%
effective principals1
Effective Principals
  • 30 seconds to Tell Your Partner*: Where do effective principals spend the majority of their time?

*TE 2.c & e

effective principals2
Effective Principals
  • 79% of effective principals’ time is spent:
    • Recruiting & retaining effective teachers
    • In classrooms observing teachers
    • Providing PD for teachers
retaining effective teachers
retaining effective teachers
  • 1’ for Everybody Writes*: What is the role of principals & APs in retaining effective teachers?
  • 1’ for Numbered Heads Together**:
    • Participants number off in teams.
    • Participants put heads together.
    • Participants share what they wrote with their team:
      • Team members revise their writing as needed as they listen to their team members.
    • Facilitator selects a number; participants with that number respond. *TE2.f **TE 2.c & e
what do teachers want public agenda 2010
What do teachers want??? (Public Agenda, 2010)
  • Administrators who back & support teachers
    • 74% Gen Y Teachers (born between 1975-1995)
    • 77% Older Teachers (born before 1975)
  • A principal who frequently observes in classrooms and gives teachers detailed feedback on how they’re doing.
    • 70% Gen Y Teachers
    • 61% Older Teachers
what do teachers want public agenda 20101
What do teachers want??? (Public Agenda, 2010)
  • Administrators who enable a lot of collaboration among teachers & guidance from other instructional experts in developing lesson plans
    • 68% Gen Y Teachers
    • 67% Older Teachers
  • Administrators who prepare teachers to adapt or vary their instruction to meet the needs of a diverse classroom
    • 65% Gen Y Teachers
    • 61% Older Teachers
what do teachers want public agenda 20102
What do teachers want??? (Public Agenda, 2010)
  • Administrators who remove students with severe discipline problems from classrooms
    • 56% Gen Y Teachers
    • 70% Older Teachers
  • Administrators who make the latest technology available to aid instruction
    • 52% Gen Y Teachers
    • 55% Older Teachers
what do teachers want public agenda 20103
What do teachers want??? (Public Agenda, 2010)
  • Administrators who provide & improve Professional Development opportunities
    • 50% Gen Y Teachers
    • 52% Older Teachers
how much time do you spend with your teachers
How much time do you spend with your Teachers?
  • What percent of your time is spent with your teachers?
    • Observing your teachers & giving them feedback to increase their curricular & instructional expertise
    • Providing PD for your teachers to increase their curricular & instructional expertise
slide12
Which EPC have you observed a pattern of growth &/or a need for improvement in your school? Please explain.
  • 2’ for Everybody Writes (2.f)
    • Knowledge of content & pedagogy (TE 1.a)
    • Knowledge of students (TE 1. b)
    • Knowledge of resources & technology (TE 1.d)
    • Communicating with students (TE 2.a)
epc s cont
EPC’s cont.
  • Strategies to evoke HOT (TE 2.b)
  • Lesson delivery & student engagement (TE 2.c)
  • Using assessment &/or adjusting instruction (TE 2.d & 2.e)
  • Integrating content area reading & writing (TE 2.f)
epc s cont1
EPC’s cont.
  • 2’ for Numbered Heads Together*:
    • Participants number off in teams.
    • Participants put heads together.
    • Participants share what they wrote with their team:
      • Team members revise their writing as needed as they listen to their team members.
    • Facilitator selects a number; participants with that number respond. *TE 2.c
formative assessments
Formative Assessments
  • Administer Formative assessments to students:
    • August/September
    • November/December
    • February
formative assessments1
Formative Assessments
  • Use PLCs as a venue to make curricular/instructional decisions based on review and discussion of student data and artifacts
formative assessments2
Formative Assessments
  • Use Baseline data & common assessment data (unit related and course pre-summative) to determine:
    • Which students are proficient? (AL3+=Tier 1)
    • Which students are basic? (AL2=Tier 2)
    • Which students are below basic? (AL1=Tier 3)
  • Determine which curricular/instructional changes need to be made. Then teachers plan & adjust accordingly.
  • This is a continuous cycle
sip teacher evaluation
SIP & Teacher Evaluation
  • Who?
    • The Principal
    • AP
monitoring sip with teacher evaluation
Monitoring SIP with Teacher Evaluation
  • 1’ for Everybody Writes*: What, why, & how can Principals & APs monitor their SIP implementation using the TE process?
  • 1’ for Numbered Heads Together**:
    • Participants number off in teams.
    • Participants put heads together.
    • Participants share what they wrote with their team:
      • Team members revise their writing as needed as they listen to their team members.
    • Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e
sip teacher evaluation1
SIP & Teacher Evaluation
  • What?
    • Daily Classroom Walk- throughs
    • Informal Observations
    • Formal Observations
sip teacher evaluation2
SIP & Teacher Evaluation
  • Why?
    • Identify patterns of growth or need for improvement in TE EPCs
    • Affirm growth &/or provide next steps (TE) for improvement
sip teacher evaluation3
SIP & Teacher Evaluation
  • How? Use TE rubrics to observe:
    • Knowledge of content & pedagogy (TE 1.a)
    • Knowledge of students (TE 1. b)
    • Knowledge of resources & technology (TE 1.d)
    • Communicating with students (TE 2.a)
    • Strategies to evoke HOT (TE 2.b)
    • Lesson delivery & student engagement (TE 2.c)
    • Using assessment to adjust instruction (TE 2.d & 2.e)
    • Integrating content area reading & writing (TE 2.f)
sip teacher evaluation4
SIP & Teacher Evaluation
  • How?
    • Coach & monitor teachers’ on their next steps for TE
    • Provide PD on needed effective instructional strategies*
    • Coach & monitor teachers’ implementation of the school’s effective instructional strategies *TE: *2 c & e
do a few things well
Do a few things well!
  • The Elegance of the Hedgehog:
    • Hedgehogs do one thing well.They can roll into a ball to protect themselves in order to survive.
    • Let’s commit to the essentials for increasing student achievement so, we can survive & ignore the rest.
    • Be clear on your priorities!