STANDARD FOUR
A. PROFESSIONAL DEVELOPMENT/ LEARNING COMMUNITIES:
THE SCHOOL EXECUTIVE ENSURES THAT THE SCHOOL IS A PROFESSIONAL LEARNING COMMUNITY.
THE SCHOOL EXECUTIVE ENSURES THAT THE SCHOOL IS A PROFESSIONAL LEARNING COMMUNITY.
EVAAS DATA PLC I led the school's first EVAAS prediction PLC. We discussed our 3 major groups of students (below grade level, bubble, above grade level) and identified our strategies for each group. Each teacher used EVAAS to establish their students' historical testing data and input the data into the spreadsheet I created. Teachers used the spreadsheet for the remainder of the year for assessments and benchmark tests for progress monitoring. We discussed the spreadsheet as a living document in subsequent data PLCs. |
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NELA PLC PROJECT We were tasked with creating a "ten minute inservice" for one of our NELA projects. My group designed a professional development choice board that was tailored to each teacher's needs. Using this instrument, we avoided the "one size fits all" PD that is all too common in public schools. You can find the supplemental material for our project here. |
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B. RECRUITING, HIRING, PLACING AND MENTORING OF STAFF:
THE SCHOOL EXECUTIVE ESTABLISHES PROCESSES AND SYSTEMS IN ORDER TO ENSURE A HIGH-QUALITY, HIGH-PERFORMING STAFF.
THE SCHOOL EXECUTIVE ESTABLISHES PROCESSES AND SYSTEMS IN ORDER TO ENSURE A HIGH-QUALITY, HIGH-PERFORMING STAFF.
COACHING TEACHERS
I conducted 20 evaluations and countless walk-throughs throughout the course of the year. I used these opportunities to provide specific feedback and to coach teachers. I found that giving teachers manageable, concrete action steps or tools helped them successfully develop. I located the following document for a teacher who was looking for strategies to improve in standard 4. She utilized the strategy in her classroom and provided the form as an artifact during her next evaluation. |
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C. TEACHER AND STAFF EVALUATION:
THE SCHOOL EXECUTIVE EVALUATES TEACHERS AND OTHER STAFF IN A FAIR AND EQUITABLE MANNER WITH THE FOCUS ON IMPROVING PERFORMANCE AND, THUS STUDENT ACHIEVEMENT.
THE SCHOOL EXECUTIVE EVALUATES TEACHERS AND OTHER STAFF IN A FAIR AND EQUITABLE MANNER WITH THE FOCUS ON IMPROVING PERFORMANCE AND, THUS STUDENT ACHIEVEMENT.
EVALUATIONS
I conducted 20 teacher evaluations during my internship year. I led the pre-conference, conducted the observation in NCEES, and facilitated the post-conference. Using Google Calendar, I reserved evaluation "appointments" and invited the teacher. The administrative team utilizes a set of pre-conference questions to guide our conversations about upcoming observations. The questions allow teachers to inform us of what to expect in the lesson and sets the stage for the evaluation. I have found that teachers and administrators find the dialogue valuable to the evaluation process.
I conducted 20 teacher evaluations during my internship year. I led the pre-conference, conducted the observation in NCEES, and facilitated the post-conference. Using Google Calendar, I reserved evaluation "appointments" and invited the teacher. The administrative team utilizes a set of pre-conference questions to guide our conversations about upcoming observations. The questions allow teachers to inform us of what to expect in the lesson and sets the stage for the evaluation. I have found that teachers and administrators find the dialogue valuable to the evaluation process.