Presenter: Gary Bates

“If a certificated employee receives a rating of ineffective or improvement necessary, the evaluator and the certificated employee shall develop a remediation plan of not more than ninety (90) school days in length to correct the deficiencies noted in the certificated employee's evaluation. “

Coursework Professional development sessions, conferences Utilizing teacher mentors Modeling: Providing a substitute for an hour and allowing a

teacher to observe a highly effective teacher on a specific skill or competency (ex. have them observe a teacher who is extremely talented at higher level questioning)

Coaching: Have a highly effective teacher come in and coach someone struggling in a specific skill or competency

Create professional learning communities and allow for reflection on instructional practices on specific skills or competencies, identifying exemplars for each.

Initiate “teaching rounds” where departments or individual teachers are able to observe each other and give formative feedback, align level of expectations, and build culture and ownership on the level of instruction in their department

Goal Statement Action Steps Benchmarks Data Evidence of Achievement

Teacher and evaluator work through the process together.

Evaluator identifies areas needing improvement. Evaluator should be able to identify specific examples observed.

Goal setting should be a collaborative effort. Teacher and evaluator share ideas of what

activities/data/evidence need to be chosen to help achieve the goals.

Timelines should be mutually agreed upon.

Areas for Improvement◦ Current questioning

strategies are not effectively eliciting evidence of student understanding.

◦ Lack of communication with families

◦ Student behavior – standards of conduct are not clearly communicated.

Evidence◦ Notes from classroom

observations conducted on 9/12/13, 10/2/13, and 11/15/13. (As noted on SfS rubric).

◦ No documentation of family communication.

◦ Notes from classroom observations conducted on 9/12/13, 10/2/13 and 11/15/13. (SfS Rubric)

Goal – Develop the ability to collect and use student learning evidence to differentiate instruction.

Action Steps◦ Observe two teachers who are effectively implementing this

strategy◦ Participate in 2 webinars, recommended by dept. head, on

assessment strategies, especially oral questioning◦ Participate actively in your professional learning team focusing

on instruction and assessment. Benchmarks

◦ Meet with evaluator between Jan. 6 and Jan. 20 to debrief on lesson learned.

◦ Document attendance at webinars with date and reflection.◦ Evaluator observations – January-March, 2014.

Goal – Create communication channels to keep families well informed.

Action Steps◦ Work with your professional learning team to solicit successful

communication approaches◦ Implement new strategies and discuss their effectiveness with

your PLT Benchmarks

◦ Review biweekly emails sent to families from January through March, 2014.

◦ Review phone call log to parents of struggling students – January through March, 2014

Goal – Improve management of student behavior and peer interaction

Action Steps◦ Attend January 19, 2014, classroom management workshop

provided by the district.◦ By January 31st, observe three teachers who demonstrate

effective classroom management.◦ Discuss strategies for implementation with evaluator.

Benchmarks◦ Attended classroom management workshop◦ Observed three effectively managed classroom◦ New strategies will be incorporated into lesson plans◦ Evaluator observations in January, February, and March.

Make it collaborative Discuss the observed areas for improvement Brainstorm goals to correct the deficiencies and appropriate

activities to reach those goals Set timelines

◦ For future observations◦ For next feedback meetings

Don’t hesitate to intervene if activities are not being conducted or are being implemented inappropriately.

Don’t sugarcoat, but be fair. Offer encouragement, support, and collaborative

opportunities.