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
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