TEACHER DEVELOPMENT, EVALUATION, AND PEER SUPPORT

Overview Session for MPS Staff

March 10, 2014

MISSION STATEMENT

To develop, improve, and support educators and effective teaching practices and improve student learning and success.

Teacher Knowledge, Skills, and Professional Responsibilities

Professional Development and Learning

Professional Practice65%

Charlotte DanielsonPlanning and Preparation – Classroom Environment –

Professional Responsibilities

Evidence of Student Learning

 District Goals 5%

Site Goals 10%Individual Goals 20%

Student Engagement

 Charlotte Danielson

Framework for TeachingDomain 3C

 District

Priorities and Supports

 Curriculum

 Teaching and

Learning Framework

 Improvement

 Planning and

Priorities

PROFESSIONAL GROWTH AND DEVELOPMENT PLAN (PGDP) All teachers set 3 year Professional Area of Focus Need to set an annual goal each year aligned to area of

focus Continue to set 2 Individual Goals as part of Q-Comp

process (or project) These goals CAN align! Review annually with administrator

WHAT WILL MY EVALUATION LOOK LIKE? 3 Key Components

Professional Practice (observation process)

Student Engagement (part of observation)

Evidence of Student Learning

TEACHER PROFESSIONAL PRACTICE Charlotte Danielson Framework for Teaching (FfT) Four Domains (Similar to Current Model)

Planning and Preparation Classroom Environment Instruction Professional Responsibilities

Teachscape

STUDENT ENGAGEMENT

Domain 3c in Danielson Framework for Teaching Engages students in learning

Student Engagement Walkthrough

Student Engagement Walkthrough ObservedNot

Observed

Not

Applicabl

e

Area of

Noted

Strength

Positive Body Language: Students exhibit body postures that indicate they are paying attention to the teacher and /or other

students.

       

Consistent Focus: All students are focused on the learning activity with minimum interruptions.

       

Verbal Participation: Students express thoughtful ideas, reflective answers, and questions relevant or appropriate to

learning.

       

Student Confidence: Students exhibit confidence and can initiate and complete a task with limited coaching and can work

in a group.

       

Fun and Excitement: Students exhibit interest and enthusiasm and use positive humor.

       

EVIDENCE OF STUDENT LEARNING Must total at minimum 35% of evaluation 3 parts

District Goals (5% of evaluation) Site Improvement Plan (10% of evaluation) Individually Defined (20% of evaluation)

Set by teacher and administrator; could be based on individual goal

EVIDENCE OF STUDENT LEARNING **explain rubric here**

PORTFOLIO OPTION

Additional Evidence for Consideration

E-Folio Possibility

WHY CREATE OUR OWN MODEL?

The State Model is Cumbersome The implementation handbook alone is 103 pages long

Our proposal was created to align to our system We have worked with a team of teachers, administrators,

and EA reps to develop our plan

FOR MORE INFORMATION

Staff Link – Teacher Evaluation Page Includes State Model Example

www.teachscape.com Charlotte Danielson’s Framework for Teaching Any Development Committee Member (Identified on

Handbook)

QUESTIONS?