Principals put the PEP in TPEP

2. Principals put the PEP in TPEP

3. Thank you RIG districts for getting on board early. Sometimes it is an advantage!

4. Education History

5. Teacher: Decide what to teach Decide what to assign Decide how to assess Decide how to grade In the end, convey how the kids did compared to each other.

6. Principal: Keep order Hire teachers Evaluate teacher behavior Supervise athletics Balance the budget In the end, hand out diplomas to kids who made it.

7. Teacher: Decide what to teach Decide what to assign Decide how to assess Decide how to grade In the end, convey how the kids did compared to each other. Principal: Keep order Hire teachers Evaluate teacher behavior Supervise athletics Balance the budget In the end, hand out diplomas to kids who made it. State Standards State Assessments New Expectations New Accountability

8. Teacher: Decide what to teach Decide what to assign Decide how to assess Decide how to grade In the end, convey how the kids did compared to each other. Principal: Keep order Hire teachers Evaluate teacher behavior Supervise athletics Balance the budget In the end, hand out diplomas to kids who made it. Get all kids to standard

10. Picture of a teacher teaching

11. Picture of a principal being a principal

12. NOUN VERB Teacher Teach Principal a verb-less profession

13. A principal’s job is not more difficult than a teacher’s. A principal’s job is not more complex than a teacher’s. A principal’s job is more ambiguous than a teacher’s.

14. New Criteria

15. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacherlearning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachersto understand and analyze events in the classroom. In these conversations, teachersmust consider the instructionaldecisions they have made and examine student learning in light of those decisions.

16. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

17. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

18. The Criteria How do the new teacher and principal criteria connect to each other?

19. TEACHER EVALUATION CRITERIA

20. PRINCIPAL EVALUATION CRITERIA

21. Teacher Evaluation Criteria

22. Principal Evaluation Criteria

23. Creating a CULTURE of learning TeachersPrincipals “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.” “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.”

24. Using DATA to make decisions TeachersPrincipals “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.” “using multiple student data elements to modify instruction and improve student learning.”

25. Linking CONTENT to standards TeachersPrincipals “providing clear and intentional focus on subject matter content and curriculum.” “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

26. Increasing TEACHING effectiveness TeachersPrincipals Implementing the instructional framework “monitoring, assisting, and evaluating effective instruction and assessment practices.”

27. Linking the school to the COMMUNITY TeachersPrincipals “communicating and collaborating with parents and school community.” “partnering with the school community to promote learning.”

30. four-tier System

31. Am I good enough? Cut on dotted line

32. How do I grow? Cut on dotted line

33. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

34. Cut on dotted line

35. A 4-Tiered System How does using a four-tier system change people’s thinking?

36. Satisfactory Unsatisfactory

37. Distinguished Proficient Basic Unsatisfactory

38. Wary/Welcome Activity Why might teachers and principals be wary of a 4-tier evaluation system? Why might they welcome it?

39. Satisfactory Unsatisfactory

40. Evidence Gathering

41. Distinguished ? Proficient ? Basic Unsatisfactory

43. Satisfactory, That is not enough as to say one is average, or adequate or moderate. I want to be loved for who I am.

47. ResponsibilitiesQualities • Create and support a learning culture • Develop and monitor a Safe Schools Plan • Analyze and use data to improve student learning • Assist teachers in aligning curriculum to instruction and assessment • Develop and evaluate teaching and support staff • Manage Resources • Engage the community in students’ learning • Speak and write with clarity • Act in an ethical manner • Be organized and forward thinking • Build relationships with staff and students • Follow through • Judgment • Sensitivity • Teamwork • Understanding own strengths and weaknesses • Situational Awareness

49. Criterion