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WELCOME TO THE 2013 - 2014 SCHOOL YEAR A YEAR OF POSSIBILITIES!

WELCOME TO THE 2013 - 2014 SCHOOL YEAR A YEAR OF POSSIBILITIES!. CONTINUING THE WORK WE HAVE STARTED . . . Curriculum, Instruction, & Assessment Meaningful and relevant Grounded in ‘teaching for understanding’ Student-centered Focused on growth of all students Technology

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WELCOME TO THE 2013 - 2014 SCHOOL YEAR A YEAR OF POSSIBILITIES!

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  1. WELCOME TO THE 2013 - 2014 SCHOOL YEAR A YEAR OF POSSIBILITIES!

  2. CONTINUING THE WORK WE HAVE STARTED . . . • Curriculum, Instruction, & Assessment • Meaningful and relevant • Grounded in ‘teaching for understanding’ • Student-centered • Focused on growth of all students • Technology • “Meaningful use of technology to serve learning” (George Couros) • Power of collaboration, communication, creativity, & critical thinking • Extended learning beyond the school building - for teachers and students

  3. And meeting the new mandates . . . • PA Effective Educator • Observation & Supervision • Teacher Evaluation • School Profile Reports • Creation of ‘elective data’ based on “Student Learning Objectives” • Comprehensive Plan (formerly Strategic Plan)

  4. http://www.flickr.com/photos/99257619@N02/9345886367/in/pool-858082@N25http://www.flickr.com/photos/99257619@N02/9345886367/in/pool-858082@N25

  5. Formal Observation OR • Any of the Modes of Differentiated Supervision • “Formative” process of supervision and professional development using the Danielson Framework for Teaching • For evaluation, will receive a rating in each of the four domains based on evidence gathered throughout year: • Planning & Preparation (20%) • Classroom Environment (30%) • Instruction (30%) • Professional Responsibility (20%)

  6. Use the Danielson Framework as a reflective tool to self-assess. • Focus is on moving practice toward the ‘Distinguished’ level. • Components in each domain reflect effective or ‘high-yield’ instructional/professional practices

  7. CHANGES IN PROCESS • OBSERVATION PROCESS • Pre-conference • Observation w/collection of evidence (facts); shared w/teacher. • Teacher reflects & completes rubric, Domains 2 & 3 • Supervisor identifies areas of agreement • Post-conference - discussion; recognize strengths; set goals for growth • Follow-up walk-thru focused on selected area of growth • Non-tenured or new to district - two times per year for formal observation • Tenured teachers - once every ___ years; one time per year

  8. CHANGES IN PROCESS • DIFFERENTIATED SUPERVISION PROCESS • Collaborative Mode • Peer Coaching • Collegial Partnership • Self-Directed Mode • Action Research • Portfolio • National Board Certification • Any option selected must have a goal based on Domain(s)/Component(s) from Danielson Framework

  9. CHANGES IN PROCESS • Other Evidence for Professional Practice • Informal Walk-thrus (not connected to formal observation) • Unit plans, lesson plans, assessments • Student work samples • Communication logs, newsletters, teacher sites • Presentations at faculty meetings, in-service, etc. • Participation in PLC groups

  10. School Building Data: • Part of every teacher’s and non-teaching professional’s evaluation. • Grade based on 100 (but can earn “extra credit.”) 15% • Grade is calculated differently based on the grade levels in the school.

  11. School Building Data 15%

  12. TEACHER SPECIFIC DATA 15% • Any teacher Grades 4 and up who is responsible for the planning & preparation and delivery of instruction of any content tested by PSSA or Keystone exams. • 2013 - 2014 begins the 3 year rolling average for PVAAS. • Three years must be consecutive years, but the grade level or subject area can change. • The % of each student’s growth/achievement that is attributed to each teacher is based on the # days the student is assigned to the teacher and the % of responsibility the teacher has for the planning & prep and delivery of instruction.

  13. TEACHER SPECIFIC DATA TEACHER SPECIFIC DATA 15%

  14. TEACHER SPECIFIC DATA TEACHER SPECIFIC DATA 15%

  15. Elective Data/SLOs: • To be used for all teachers • Will be greater % of teacher’s evaluation for those with no ‘Teacher Specific’ Data • Must be developed in every subject by end of school year 20% 35%

  16. OPPORTUNITY • SLOs will allow us to present a broader, more meaningful picture of student growth and achievement • Connect to work we are doing in curriculum, instruction, & assessment • “Thought-provoking and time consuming but should inform strong instructional practice without an increase in testing” • Use technology to expand ways for students to demonstrate understanding in ways that they could not otherwise.

  17. Let’s create an atmosphere of joy and wonder!

  18. Let’s create an atmosphere of joy and wonder!

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