Diane BorgmannFrancine ClaytonGlenna Lykens

Jamie MacDougall

Faculty Evaluationfor Professional Growth

Frustration with previous system Accountability for ourselves Evidence of professional assessment and growth

Differentiation for teachers Stimulation of professional conversation and expertise

Making it meaningful!

Evolutionary Process

Enhance environment of professionalism

Develop in-house experts and resources

Nurture self-motivation and self-evaluation

Contract renewal

Purposes of Faculty Evaluation

Relate directly to the school’s mission Assist faculty in reaching their

highest goals Be a professional, supportive,

motivational, and positive experience Contribute to authentic self-study

and individual professional growth Enable division heads to be more

involved and informed than the typical evaluation procedure permits

Contribute to necessary improvements in a valuable and respectful way

An evaluation process should:

Important elements during the Focus Year: Focus on 1 or 2 goals guided by the division head

Several planned and unplanned visits by the division head

2 colleague visits, one cross-divisional Self-reflection form to be discussed by teacher and division head mid-year

Written summative report by and conference with division head

Focus Year

Has positive energy Is supportive Has good rapport with students Is attentive Is genuine Takes time with each student for individual

interaction Values students as people Values interests of kids Allows students to “raise the bar” Enables students to meet expectations through

caring

Classroom Environment/Teacher Qualities

Is accessible Is passionate Is ethical and fair* Has a sense of humor Is patient Is creative Is accepting of risks Views mistakes as learning opportunities Is kind Has “heart” for EACH student Is non-threatening Is approachable

Supports subject being taught Has many available resources Is not distracting Supports Bloom’s Taxonomy Supports a variety of learning styles Allows choice in materials and

activities Includes a personal touch Contains reinforcing material

Classroom Environment/Physical Qualities

Knows how to meet student needs Is creative with lessons Teaches to the top Is organized Is flexible* Is clear and consistent Understands and implements good

uses of extensions and choice Has good communication skills

Planning and Organization

Is knowledgeable about topics and subjects*

Is able to say, “I don’t know. I’ll find out.”

Is able to instruct at a student’s level Has high expectations* Encourages students to apply knowledge Teaches to the top to get students to

stretch and take risks Knows students well enough to create

“best” method of delivery

Classroom Instruction

Uses/teaches students to use metacognition in learning (Why? How? Think again.)

Understands and implements best methods for gifted students; uses differentiation

Uses a variety of methods Allows student choice

Is life-long, self-reflective learner* Is willing to share ideas with colleagues Has combination of passion and

knowledge* Challenges students appropriately Has relationships with students, knows

them Has endurance Finds and uses additional resources Respects students, colleagues, parents

Professionalism

Is flexible Has good communication skills Has skills to deal with parents* Is able to facilitate change Deals professionally with others Is an advocate for the child

Important elements during the Professional Choice Year: Choice of professional area for concentrated

study, with 1 or 2 related goals (examples: specific teaching strategies; bibliography for a specific topic; assessment; character education; twice-exceptional students; motivation; rewards; technology)

At least 1 visit by division head Mid-year conference with division head Completion of Independent Study Form,

citing references and experiences Summative conference with division head

Professional Choice Year

2e: Sharing of ideas and strategies Autism: Sharing of materials and resources NYC/Harlem Renaissance Unit Development:

Working with 7th grade team Screen Time: What is developmentally

appropriate? Story dictation iPad Pilot in Science: Chemistry and Physics

tools for data collection and analysis Teaching Reading: Readers’ Workshop Bringing Johnny Tremain to Life Guided Math

Professional Choices

Important elements during the ApplicationYear: Written action plan (learning, strategies,

assessment, revisions) relative to work during the Professional Choice Year

Sharing with other faculty At least one planned and one unplanned

visit by division head Mid-year conference with division head Written end-of-year progress report,

summative conference with division head

Application Year

Year 1: FocusYear 2: FocusYear 3: FocusYear 4: Professional ChoiceYear 5: ApplicationYear 6: FocusYear 7: Professional ChoiceYear 8: ApplicationYear 9: FocusYear 10: Professional Choice

Evaluation Cycle

Year 11: ApplicationYear 12: Professional ChoiceYear 13: ApplicationYear 14: FocusYear 15: Professional ChoiceYear 16: ApplicationYear 17: Professional ChoiceYear 18: Professional ChoiceYear 19: ApplicationYear 20: FocusYear 21+: tbd by division head and teacher

Extreme examples: violence, drugs, sexual misconduct, alcohol, racism, any illegal activity

Sarcasm and ridicule Disrespect for students, colleagues, or parents Neglect of assigned duties Practice or tolerance of profanity, sexual innuendo, gender

bias, off-color jokes or comments, racial or religious insults or discrimination

Dishonesty Concealment or denial of mistakes Resistance to correction Undermining colleagues, students, parents; fostering

unrest Unprofessional conduct Retaliation toward a student because of a parent criticism

or question

Things that should never happen at Sycamore:

Staggering faculty so all are not in the same stage at the same time

Scheduling sharing time Providing institutional support Providing division head support Ensuring accountability through

division head guidance Connecting with resources

Considerations