sip monitoring and evaluation n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
SIP Monitoring and Evaluation PowerPoint Presentation
Download Presentation
SIP Monitoring and Evaluation

Loading in 2 Seconds...

play fullscreen
1 / 27

SIP Monitoring and Evaluation - PowerPoint PPT Presentation


  • 139 Views
  • Uploaded on

SIP Monitoring and Evaluation. What is School Improvement?. “When you talk about school improvement , you are talking about people improvement .” “ Focusing on people is the most effective way to change any organization.” The Principal as Staff Developer by Richard DuFour & Timothy Berkey.

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 'SIP Monitoring and Evaluation' - malise


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
what is school improvement
What is School Improvement?
  • “When you talk about school improvement, you are talking about people improvement.”
  • “Focusing on people is the most effective way to change any organization.”

The Principal as Staff Developer by Richard DuFour & Timothy Berkey

what is school improvement1
What is School Improvement?
  • “A key to school improvement is the willingness & ability of the Principal to assume the role of staff developer to… alter the professional practices, beliefs, & understandings of school personnel toward an articulated end.”

The Principal as Staff Developer by Richard DuFour & Timothy Berkey

how can principals aps leadership team members become staff developers
How can Principals, APs, & Leadership Team members become Staff Developers?
  • 1’ for Everybody Writes*to answer the above question.
  • 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
how can principals aps leadership team members become staff developers1
How can Principals, APs, & Leadership Team members become Staff Developers?
  • Create consensus on the school you are trying to become.
    • Principals must be able to describe their vision in clear & compelling terms.
  • Identify, promote, and protect shared values.
    • Principals must be able to describe the specific behaviors & attitudes that must be evident by teachers & staff to accomplish the school’s vision.

The Principal as Staff Developer by Richard DuFour & Timothy Berkey

how can principals aps leadership team members become staff developers2
How can Principals, APs, & Leadership Team members become Staff Developers?
  • Monitor the critical elements of the school improvement effort.
    • Principals must pay attention to both the instructional process* & student outcomes**.
  • Ensure systematic collaboration throughout the school.
    • Principals must take steps to ensure that collaboration becomes the norm within their schools.TE: *2.c & e; **2.d
how can principals aps leadership team members become staff developers3
How can Principals, APs, & Leadership Team members become Staff Developers?
  • Provide one-on-one staff development.
    • Principals must use their Teacher Evaluation process to increase teachers’ instructional expertise* by providing teachers with their next steps.
  • Provide PD programsthat are purposeful and research based.
    • Principals must insist that PD is directly related to their schools’ vision. TE: *2.c & e
how can principals aps leadership team members become staff developers4
How can Principals, APs, & Leadership Team members become Staff Developers?
  • Promote individual and organizational self efficacy.
    • Principals must model an unwavering faith in the ability of their teachers to improve their instruction* & consequently their students’ achievement.
  • Stay the course.
    • Principals must support & sustain the effort to implement an instructional strategy until it is institutionalized. TE: *2.c & e
how can principals aps retain effective teachers
How can Principals & APs retain effective teachers?
  • 1’ for Everybody Writes* to answer the above question.
  • 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 with 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?
    • Monitoring/coaching teachers as they implement new skills?
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
  • UseBaseline 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
monitoring sip with teacher evaluation1
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
monitoring sip teacher evaluation
MonitoringSIP & Teacher Evaluation
  • What?
    • Walk through classrooms daily (30-45 seconds per classroom)
    • Classroom Walk- throughs (3-5’)
    • Informal Observations (10-25’)
    • Formal Observations (30’ )
monitoring sip teacher evaluation1
MonitoringSIP & Teacher Evaluation
  • Why?
    • Identify patterns of growth or need for improvement in TE EPCs
monitoring sip teacher evaluation2
Monitoring 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)
monitoring sip with teacher evaluation2
MonitoringSIP with Teacher Evaluation
  • How?
    • Affirmteachers’ growth&/or provide next steps (TE) for improvement
    • Provide PD for teachers in areasneeding improvement.
    • Coach & monitor teachers’ implementation of effective instructional strategies* TE: *2 c & e
slide25

Refer to the following EPCs to explain where you have observed a pattern indicating a need for improvement & how you plan to address this need?

  • 2’ for Everybody Writes*
    • 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) TE:*2.f
epc s cont
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 & e
do a few things well
Do a few things well!
  • The Elegance of the Hedgehog:
    • Hedgehogs see what is essential, & ignore the rest. (They can roll into a ball in order to survive.)
    • Educators,commit to the essentials for increasing student achievement , & ignore the rest.
    • Be clear on your priorities!