EPP Guidebook

8/12/2019 EPP Guidebook

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Tis resource was created through a partnership between:

the ennessee Department of Education;

Brown University (John yler, John Papay, Mary Laski, Juan Carranza, Reilly Pharo, and Krystafer Redden);

and Stanford University (Eric aylor).


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able of Contents

I O

Introduction & Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Making Tis Guidebook Work For You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Why Were We Paired ogether?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Program Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D P G

Milestones & Goals Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Initial Partnership Meeting Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Norm-Setting Guidance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Goal-Setting Meeting Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Goal-Setting for Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Peer Partnership Cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Peer Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Pre-Observation Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Observation emplate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Debrief emplate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lesson Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Partnership Activity Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Additional Supplemental Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Introduction & Welcome

Welcome to the Evaluation Partnership Program (EPP). Tank you for volunteering to participate

in this program focused on professional support and development. Tis guidebook was created

to help inform your partnership and provide you with the background and context necessary tofacilitate a successful year of professional growth

Based on insightful feedback from teachers like you who participated in the program last year, we

developed this guidebook with youthe peer partnersin mind.

Tis partnership is designed to help use the information and feedback you receive from the

evaluation system. Regardless of your view of the system or your scores, all teachers have areas

in which they can improve. Unfortunately, not enough teachers receive the necessary guidance

and support that can help translate evaluation information into positive and lasting changes in

instructional practice. We hope that you will engage with this program in that spiritas an effortto focus on promoting supportive, effective partnerships that advance teacher growth.

In the following pages, we will provide you with in-depth information to guide your partnership.

Past SuccessThe program was piloted in one Tennessee district last year, with real success.

Over the course of the year, teachers who participated in the program raised their evaluation scores in their

area of refinement by approximately one point (e.g., from 2 to 3 on the rubric) more than similar teachers

whose schools did not participate.

Both teachers in the matched pairs learned a lot from the partnership and found the experience worth the

time and effort.


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Making Tis Guidebook Work For You

his guidebook was created with teachers in mind. It is our fundamental belief that you are

the experts in your school, and you know what works best for your colleagues and students.

We have designed this guidebook to enhance your partnership, not restrict it. We hope thatit will provide you guidance in tailoring your work together to be most effective, rather than

becoming a protocol that must be followed rigidly.

In the guidebook, we lay out the program expectations and provide examples and suggestions,

ranging from a detailed semester timeline to individual meeting activities. For each

recommended activity, we provide resources to help guide your work, either in the guidebook

or online. Again, do not feel bound by these, but please use them as you see fit. We hope that

each partner pair will use this guidebook to create a partnership that is catered to their needs,

styles, and desires.

I like that were paired with coworkers rather than supervisors. It makes peoplemore receptive to ideas. I also like that people chose to participate; it makes it

more authentic Participating eacher from -

Quick Guide

Above all, we encourage you to try out what works for you. Te goal is that you will develop your

own partnership style as the year goes on, using the guidebook as a resource.

Overview of the program and your partnership See Introduction and Overview (pp. -)

First steps with your partner See Initial Meeting materials (pp. -)

What to do together See Suggested Activities section (pg. )

Meeting schedule See Milestones & Goals section (pg. )

Materials to guide your partnership activities See emplates and Worksheets for peer

observations and lesson planning (pp. -)

Unresolved questions See Frequently Asked Questions (pg. )


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Why Were We Paired ogether?

oday, not enough teachers receive support to help translate evaluation information into positive

and lasting changes in instructional practice. Tis program was designed to do just that.

Te Evaluation Partnership Program (EPP) uses indicator-level evaluation data to provide school

principals with recommended matches of teachers who might benefit from working together in a

yearlong partnership.

eachers are matched based on specific, indicator-level scores on their evaluations, matching

strengths and weaknesses in that specific area. In other words, teachers with low evaluation scores

in a particular area or areas of instructional practice are paired in partnership with teachers

in the same school who have demonstrated success in those specific areas.Participation in

the program is not a judgment of your overall teaching ability, but an acknowledgment that we

think you as partners can work together to refine instructional practice. Potential partners were

identified using indicator-level classroom observation data from the teacher evaluation process

(see the FAQ on pg. for more information).

Tis partnership provides opportunities for personalized professional development and a concrete

strategy for teacher feedback and improvement. Last year, teachers who invested in the program

saw significant improvements in evaluation scores in their area of focus.

My partner and I both have different strengths.We can both learn more from each other. Participating eacher from -


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Program Expectations

Your decision to participate in this program indicates your interest in professional growth and

your willingness to build a strong partnershipthis is a critical first step.

As is true with most anything, what you put in to your partnership is what you will get out of

it. We know that this may be new territory for you in your professional careers, and that you have

many competing demands for your time. However, we ask that you keep an open mind, jump in,

and invest in the program. Between the two of you, you have the skills and knowledge to both

grow and hone your professional skills. We think you will find the experience rewarding.

Tis guidebook outlines possible activities to enhance your partnership throughout the year, as

well as detailed resources to lead you through those activities. Our suggested timeline provides

guidance for when these activities should be accomplished.

While you should determine the specific activities you undertake based on district/school

guidelines and your goals and needs, we encourage you to hold an initial meeting as soon

as possible, meet regularly throughout the year (at least once a month, if not more), and

participate in other partnership activities (e.g., peer observations, lesson planning, co-

teaching, etc.) at least several times a semester.

Tis partnership will only work well if you commit to meeting regularly. We encourage youas

early as your initial partner meetingto figure out how much time you each can commit to the

partnership. Revisit the topic oen and be realistic. Even if you only meet for minutes every

other week, thats better than committing to an hour a week and not keeping up with it.

Te suggested activities we are providing will help particularly in the initial phase of your

partnership. We expect that you will sustain your relationship and identify activities for yourselves

more easily aer your initial few meetings. Last year, teachers who invested in the partnership

early on found it easier to make time for partnership activities throughout the rest of the year and

found the program much more productive.

Ive built a relationship with a colleague I havent known before,and have learned some new things too.

Participating eacher from -

Big Picture BenefitsPast participants expressed that the partnership helped enhance school culture, student learning, and

professional skills and vision, and yielded stronger outcomes both in terms of teacher performance, and

student growth.


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Suggested Activities

While this guidebook is meant to be used a resource rather than a set of required undertakings, we

know that beginning a new partnership can sometimes be difficult and awkward. Terefore, weve

created a list of recommended initial activities, beginning with your first meeting.

. Hold an introductory meeting as soon as possible (pp. -)

At this meeting, you should introduce yourselves, establish norms to guide your partnership,

and set clear expectations for the year. You should also establish a regular meeting time.

. Hold a meeting to set goals (pp. -)

At this meeting, you should develop goals to guide your partnership. We hope that you will

share your evaluation data to develop targeted and specific goals to work toward over the

course of the year.

. Participate in Initial Partnership Activities, such as:

Peer Observations (pp. -)

Peer observations are a key parternship strategy. Tese resources will help you prepare for,

engage in, and thoughtfully debrief observations.

Lesson Planning (pg. )

Tese resources will help you create rigorous, well-organized lessons as a team.

Co-teaching, Modeling, Watching Video, or Other Activities (pg. )

Tere are many ways to engage in the partnership. Te Additional Resources section will

lead you to the Evaluation Partnership Program website, which has additional resources.

Remember:The templates, timelines, and activities are recommendations, not requirements, and are included as a

guideline and a resource to you and your partner. If something does not work for you, skip it. If something

else would work better, do that. You can determine the order of these activities based off of your

partnership goals and needs. We have included some resources on the pages that follow, and have posted

others online (http://brown.edu/go/partner). Again, use these resources as they are helpful, but do not

feel bound by them.


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Milestones & Goals Checklist

Te following is a worksheet we suggest you use to track your progress over the year. You can fill

it out at the beginning and check off tasks as you goor you can fill it out in real time as your

partnership evolves. We encourage you to meet at least four times a semester, recognizing that themore oen you meet the greater the likelihood for growth (we recommend meeting every other

week). We have provided an example on the next page.

Initial Activities Meeting ype Notes Date

Introductory meeting / /

Goal-setting meeting / /

Partnership Activity * / /

Post-Activity Conference / /

Meeting / /

Partnership Activity / /


Meeting / /

Partnership Activity / /


Meeting / /

*Partnership activity can be observations, co-teaching, lesson planning, debrief sessions, etc.


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Sample Partnership Activity Sheet

Meeting Type Notes Date

Introductorymeeting Met in Sarahs room. Introduced ourselves/got toknow one another. Established norms and set upstanding meetings (every other ues.)

Fri. //( mins)

Goal-settingmeeting(StandingMeeting)

Met in Kevins room. Walked through ourevaluations, figured out we really want to work on:questioning and classroom management.

ues. //

( hr)

Pre-Observation(StandingMeeting)

Went and got coffee. Set a plan for Sarah toobserve Kevin. Worked through pre-observationdoc. in guidebook.

ues. //

( min)

Observation Sarah observed Kevin Wed. //

( min)

Post-Observation(StandingMeeting)

Met in Sarahs room. Used debrief template toguide our conversation. Incredibly helpful werevised our goals as a result.

ues. //

( min)

StandingMeeting(StandingMeeting)

Did a check in Kevins room. Decided it wouldbe helpful for Kevin to observe Sarah. Workedthrough pre-observation document.

ues. //

( min)

Observation Kevin observed Sarah Tur. //

( min)

Post-Observation(StandingMeeting)

Got coffee aer school. Used debrief template.Both seeing progress in practice. Decided workingon lesson plan together would be helpful.

ue. //( min)

Lesson Planning(StandingMeeting)

Worked through lesson plans together. Helpeddevelop specific activities to enhance questioning.Used the Supplemental Resource section ofguidebook to access N lesson plan template.

ue. //

(hr)

Lesson PlanDebrief(Standing

Meeting)

Met in Sarahs room. Debriefed putting co-developed lesson plan into practice. Identifiedsuccesses and areas for refinement.

ue. //

( min)

SemesterWrap-Up

Met in Kevins room. Discussed the work wevedone together over the last five months. Reflectedon goals and how wed like to approach thepartnership next semester. Will keep standingmeetings, but plan to start with lesson planning,then do observations.

Scheduled: ue.//


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Initial Partnership Meeting Agenda

Purpose: Create a trusting, productive partnership

Estimated time: minutes

Meeting resources: Tis agenda and Norm-Setting Guidance (pg. )

. Getting to Know You (If you and your partner already have a working relationship,

skip these questions).

How did you enter teaching, and how did you come to this school?

How long have you been here? What grades and subjects have you taught?

What is your class like this year?

What would you like me to know about you as a teacher, a learner, and a person?

. Set partnership norms (see next page for guidance).

. What concerns do you have about a peer partnership aimed at professional growth? Howcan we address or minimize these concerns?


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Norm-Setting GuidanceBelow you will find a table to help guide you and your partner in establishing norms for your

relationship, but the table is not exhaustive. We encourage you to think about everything from

being honest and assuming best intentions to respecting each others time and being present

during meetings.

Areas of Focus What are your shared values? Partnership norm statements

rust-building

How do you want to discuss

our partnership publicly?

Are you willing to share

evaluation scores? Will

you agree to keep what

is discussed in meetingsconfidential?

Communication

What is important to you

when you are talking to

someone?

How do you communicate

that you are looking for

solutions versus looking for

understanding?

How would you prefer to

receive feedback?

What methods of communica-

tion work best for you? (email,

phone, in person, etc.)

Decision Making

What has been your

experience in collaborativedecision-making? What do

you find works best?

How do you like to

be involved in solving

collaborative issues?


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Goal-Setting Meeting Agenda

Purpose: Set goals and share data

Estimated time: - minutes

Meeting resources: Tis agenda, Goal-Setting for Success, (pg. ), and PeerPartnership Cycles (pg. )

. Te purpose today is to determine your goals for the partnership.

We suggest your goals focus on professional growth since that is the

purpose of your work plan for the year. Tus, begin your meeting by

talking about your particular context: your students, your classrooms,

and even your evaluation data.

. Based on the outcome of the previous conversation, what are your

hopes or outcomes as a result of your peer partnership? What do you

hope to gain? Tink about short and long term goals: tangible, specific

and realistic about what you can achieve. See the resource on page

for more guidance.

. How will you measure your success and your improvement?

. What is your work plan for the semester/year? Your partnership cycle will last one year (you

might find the resource on page helpful in planning your work together).

. How oen should you meet? Last year we saw that strong partnerships met frequently for

planning and debrief sessions, in addition to regular check-ins. Setting a standing meeting can be

particularly valuable. We also recommend that you observe each others classroom several timesper semester. You might consider scheduling thisor another activitynow.

SharingEvaluation Data Sharing your evaluation scores ca

be uncomfortable, but will help

guide your partnership this year.

You dont have to share anything

you dont want to, but being open

and honest about your evaluation

will help you better support each

other throughout the year.

If you do not feel comfortable

talking about specific scores, be

honest with your partner. You can

still discuss areas where youd

like to collaborate and strategies

for improving.


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Goal-Setting for SuccessBelow is a one-page resource adapted from Project SMAR that will assist you in forming

your goals. In order to foster a productive and comfortable environment for both partners,

norms and expectations should be clearly articulated.

S.M.A.R.. Goal QuestionnaireGoals:

Specific. What will these goals accomplish? How and why will they be accomplished?

Measurable. How will you measure whether or not your goals have been reached?

Achievable. Is it possible? Do you have the necessary resources to accomplish your goals? Will

meeting your goals challenge you without being impossible?

Results-focused. What is the reason, purpose, or benefit of accomplishing the goal? What is the

result (not activities leading up to the result) of your goals?

ime-bound. What is the established completion date and does that completion date create a

practical sense of urgency?

Revised Goal:


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Peer Partnership CyclesPeer partnership, like many models of organizational change, has a cycle. Many find envisioning

this cycle helpful. Below we have provided an example, and invite you to develop your own cycle

together.

Peer partnership cycles can be used to envision your work throughout the course of the year, or

they can be helpful with one specific partnership activity. For example: over the course of the

year you will: identify areas of focus, participate in activities to strengthen those areas of focus,

debrief on the activitys impact, and reflect. Specific to a singular partnership activity, such as peer

observation, a cycle could look like: identify area of practice you plan to look for in your partners

lesson, observe, debrief/offer feedback, and reflect.

Sample Cycle of Effective Professional Development Trough Partnership

By discussing your peer partnership cycle (or theory of change) as a team and mapping it outtogether you are more likely to identify problem areas as well as to commit to the cycle. We

encourage you to create one of your owncontaining as much detail as appropriate (Note: it need

not have four components as in the example).

OngoingModeling

Feedback

Reflection Practice


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Peer Observation

Purpose: Intentional observation will help ground your practice. We recommend approaching this

through three meetings: Pre-Observation, Observation, and Debrief.

Estimated time: minutes (Prep/Debrief) - minutes (Observation)

Meeting resources: Pre-Observation Worksheet (pg. ), Observation emplate (pg. ), Debrief

emplate (pg. )

Peer observation is a critical partnership activity. Te included materials will help you prepare,

observe and reflect upon your observations. Its important for each partner to observe one another.

We know that finding time to do so can be difficult. If your schedules do not allow you to observe

one another, we recommend working with your principal to cover your class, or co-observing

another class together.

We envision each observation to have three components that can be spread over the course ofthree separate meetings (some of which could come in your regular meeting times):

Meeting Prepare for the observation together (see Pre-Observation Worksheet, pg. )

Meeting Observe partners class (see Observation emplate, pg. )

Meeting Meet together to debrief/discuss the observation (see Debrief emplate, pg. )

While observations by administrators

may instill a sense of anxiety, peer

observations should be a safe space where

you can receive constructive feedback

and observe key practices in action. In

peer observations, no one is looking

to be perfect or to be on for the

observation. Rather you should present

an authentic teaching episode where both

your strengths and weaknesses are on

display for your partner to see and think

about with you in the debrief. Plan outwhen the first observations will happen

and how they will take place. Keep

partner norms and expectations in mind,

ensuring that you respect one anothers

space in the classroom.


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Pre-Observation WorksheetYou should consider discussing these questions before your observation.

. How can I best respect your classroom space?

. Are there any classroom dynamics I should be aware of?

. What indicators do you recommend I look for [your area of instructional growth/strength]?

. What is your plan to embed your area of instructional growth/strength into this lesson?

. How long would you like me to observe?

. When can we get together aer the lesson? (If there is not a standing meeting established, makesure that your debrief session is scheduled soon aer the observation)


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Observation emplateUse this template to guide your peer observations

Peer Partnership Goal

Agreed Area of Focus Indicators/Look Fors

Evidence in Students Evidence in eacher

Tings the teacher has done well (e.g.,

structure, clarity, pace, organization,

interaction, body language, visual aids,enthusiasm, etc.)

Areas for reflection and possible improvement

Notes, Questions, and Next Steps


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Debrief emplate

Before your meeting, take some time to individually reflect on what went well, and what could

have been better. For the observed teacher, be mindful of where you tried to implement new

practices and what you felt worked best for students.

. How do you think the lesson went?

. In what ways did the teachers instruction help students?

. What did you notice the teacher could improve upon? What did students struggle with?

. What practices did the observed teacher use that related to the instrucional area of focus?

How were they sucessful? What could be improved? (Based on what evidence?)

. What barriers did you find/notice in implementing these practices?

. How can you continue working on/refining these areas of practice in future classes?

. What are our goals for our next observation?


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Lesson Planning

Purpose: o create rigorous, well-organized lesson plans that are student-centered while collaborating,

getting new ideas, and learning how your partner plans

Estimated time: - minutesResources: Multiple templates are available on our website, http://brown.edu/go/partner.

Aer you have identified areas of growth and the goals surrounding them, we suggest going

through and seeing how these goals will translate into classroom practices. Ask yourself what

will work best for your students, what you are most comfortable with, and how your lesson plan

can guide the implementation of these goals. Tis activity can take place before or aer your

observations, based on what you decide as partners.

We would encourage you to be as detailed and thorough with your lesson plans as possible as you

work to refine your practice. Rigorous planning will lead to smoother lesson delivery, particularly

when introducing new practices.

I could already see improvement. We were very intentional about what we aredoing Its not necessarily what you wrote on your lesson plan, its the impact

that it had on your children. Tis program helps us think about how to movefrom to .

Participating Principal from -


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Partnership Activity Documentation

As teachers, you know that documentation is important. Tis chart provides you with the space and

the opportunity to document the work that you are doing in the partnership. You may find this

useful as you reflect on specific experiences and plan next steps later in the year. Tis documentationcould also potentially be useful in providing evidence to support the professionalism component

of your annual evaluation. Tus, we encourage you to document your progress accordingly. We

recommend working with your principal to determine a course of action.

eaching is an art, not a science. All my teachers have natural ability and Iwant them to figure out the best way to utilize that.

Participating Principal from -


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Date

Pu

rpose

Duration

Notes

NextSteps


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Date

Pu

rpose

Duration

Notes

NextSteps


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Additional Supplemental Resources

Te Evaluation Partnership Program (EPP) is committed to continuous improvement. We know

there is a growing body of resources and materials that may support peer partnership and facilitate

strong activities.

Rather than try to capture that information in a static document (this guidebook) we decided

to put those resources on our website. Tis will enable us to continually update and refine the

information so that it best serves you and your professional needs. Te website contains a range of

additional materials, including some developed by the ennessee Department of Education.

Please check out the website at: http://brown.edu/go/partner

Te website will provide but is not limited to the following:

Alternative templates for partner activities such as:- Peer observation

- Lesson planning

- Co-teaching guides

Videos of eective practice

Information and dates regarding future webinars for the program

If you would like additional resources, please write to us at [email protected].


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F AQ


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Frequently Asked Questions (FAQs)

A quick guide to your most frequently asked questions is below. We have also listed page numbers

where you can find additional information throughout the guidebook where applicable.

Why were we paired?(pg. )

Researchers at Brown University and Stanford University used evaluation data to pair teachers in

the same school based off complementary strengths and areas of growth on specific instructional

practice area(s). Tis matching was done based on indicator-level observation scores from your

previous evaluations. Tese researchers sent suggested partners to your principal, who then made

the final decision to ask you to participate.

I thought my evaluation scores were confidential. Is this not true?

Evaluation scores are most certainly confidential. Te research team that suggested teacher partners

used data that did not contain any teacher names or identifying characteristics, only dummy ID

numbers. Tey sent their suggestions to the ennessee Department of Education where the dummyIDs were converted back to teacher names. Ten the Department of Education sent your principal

the suggested matches with the names, and your principal chose to ask you to participate.

Do I have to share my evaluation scores with my partner? (pg. )

You dont have to share anything you dont want to, but being honest and open about your

evaluations would probably help you better support each other throughout the year.

What is the ennessee Department of Educations involvement in this program?

Te ennessee Department of Education is excited to be a partner in this research and views the

Evaluation Partnership Program as a promising practice. Te department has encouraged districts and

schools to take part in the program. However, the program is not a requirement and one of its strengths

is that it provides teachers the flexibility to make the program work within their own local contexts.

Has this been tested before? (pg. )

Te program was piloted in one ennessee district last year and it worked very well. eachers

targeted for assistance in that district improved scores in their area of refinement significantly

over the course of the year compared to similar teachers who were not a part of the program. Both

teachers in the matched pairs learned a lot from the partnership and found the experience worth the

time and effort.

What is the time commitment for this partnership? (pg. )

While we expect you and your partner meet regularly, we do not see this program as a huge time

commitment. We understand that teachers are pressed for time, so weve designed the program to beflexible to you and your partners schedules. You can commit as much time as both of you decide to

invest. We recognize this program will not be sustainable or enjoyable if the expectations are overly

burdensome and it feels like an add-on rather than a support. Tat said, without regular meetings,

the program will not be successful for you.

When are we supposed to meet? (pg. )

Whenever works best for the both of you. We do suggest that you set a regular meeting time and

stick to it.


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FAQs - Continued

What are we supposed to be doing? (pg. )

We have outlined a number of ideas based on feedback from last years program. However, all

activities are completely up to you. Our suggestions include:

Meeting regularly

Observing each other teach

Lesson planning together

You are the professionals, and you both bring unique perspectives and strengths to this

partnership. Its up to you to decide what will work best for you and your partner.

Is one of us the mentor and one the mentee? Tat doesnt seem fair. (pg. )

No. Pairings were made based off of specific instructional areas identified on evaluations, where

one teacher has demonstrated success and one has room to grow. Tis in no way indicates

overall ability as a teacher. You both will bring unique perspectives and experiences into your

partnership that will allow each of you to grow professionally.

Can this help with professionalism area on evaluation? (pp. -)

Possibly. We have provided a chart where you can document your participation in the program

for your professionalism evaluation.

Why should we do this program? (pg. )

We piloted the program in one ennessee district last year, and it worked. eachers improved

their evaluation scores in their area of refinement, and they enjoyed the ability to collaborate and

reflect on their practice.

Why are you doing this program? How does it relate to the evaluation system? (pg. )

Most teachers get evaluated regularly, but few get the support they need to use their evaluations toimprove their practice. We hope this program will help teachers do just that, while providing an

opportunity for increased collaboration and professional development.

While the program uses data from the evaluation system to propose matches, it is not part

of evaluation. Te program is a tool to improve practice (and evaluation scores). You are not

evaluated based on your participation. Even if you disagree with your scores, you can still benefit

from the program.

Finally, even though test scores are part of the state evaluation system, we did not use them in

creating the matches. Te program is entirely about instructional practice, based on scores from

classroom observations.

What if the person that is stronger in the instructional area that you were paired over is

younger/newer to the profession?

We recognize that these partnerships may be uncomfortable at first, particularly if you feel self-

conscious about your partner. However, you and your partner can both learn a lot from one

another. Every teacher has something to offer, and you can both benefit from dedicating time to

collaborating and reflecting on your practice


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FAQs - Continued

Whats the role of the principal in our partnership?

Your principal volunteered to do this program and to support you throughout the year. Tat said,

the two of you own this partnership together. If your principal can provide support and guidance,thats great. But, the two of you determine what your partnership will look like.

Are there any tricks to make sure this is successful?

Every partnership is different, but there are three keys to being successful: rust between partners,consistency in working together, and mutual respect.

rust rusting that what you work on stays between the two of you. Opening up about what

youre nervous about/struggling with. Sharing evaluations with each other.

Consistency Meeting regularly. Establishing some norms from the outset if you say you

are going to meet, you need to meet. ake the time to invest in one another, learn about one

anothers practice and support each other as professionals. Tis doesnt have to be a huge timecommitment, but it needs to feel like a real partnership.

Mutual respect Tese partnerships can be hard, and it may feel like there is an uncomfortable

power dynamic. In reality, you were paired because theres a great potential for growth between

the two of you. Having a true partnership means letting each other in and investing in one

another.

Will I get paid for this?

No. Professional growth that will help you in the classroom and improve your evaluations,

and sharing your expertise with a colleague, will hopefully be valuable to you and make the

partnership worth your time.

Where can I share my feedback about the program?

Tis program supports and encourages continual improvement, and were happy to hear your

feedback. Please email [email protected] share your feedback throughout the program or to

ask for additional information or resources that would support your partnership.

I have a question not listed here.

Please email [email protected] with any additional questions, to ask for additional

information or resources that would support your partnership, to share your feedback throughout

the program, or to provide us with suggestions as to how we might make the program a better

resource for teachers.


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EPP Guidebook

Documents

Transcript of EPP Guidebook