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Chapter 5 – Supervision and Evaluation of the Novice Teacher

Chapter 5 – Supervision and Evaluation of the Novice Teacher. By: Stella Anamelechi Laura Grabowski Michelle Harmon. Personal Reflection. Think back to your novice years… Brainstorm a list of components that you believe are essential to assisting beginning teachers.

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Chapter 5 – Supervision and Evaluation of the Novice Teacher

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  1. Chapter 5 – Supervision and Evaluation of the Novice Teacher By: Stella Anamelechi Laura Grabowski Michelle Harmon

  2. Personal Reflection Think back to your novice years… Brainstorm a list of components that you believe are essential to assisting beginning teachers.

  3. The Special Case of the Novice Teacher Guess how many new teachers leave the profession within 3 years? About 33% Why do so many leave the profession? Culture shock Feelings of isolation Lack seniority, so they often teach the neediest students or have the least-desirable schedule

  4. How can we help the novice teachers? Concentrated effort from the administration and faculty to nurture, promote, and nudge the novice teacher The Alliance for Excellent Education (2004) suggests: Structured mentoring from qualified veteran teachers Common planning time Frequent and formative assessments based on the teachers’ goals Professional development activities Data-driven reflection Teacher networking Strong principal leadership

  5. Using a Professional Portfolio to Support Novice Teacher Supervision It serves as a written record of progress towards achieving performance based standards and is an ideal means of fostering teacher growth: Recognizes professional learning as a developmental process Gives the teacher ownership and encourages self-assessment Serves as “body of evidence” of novice’s ability to meet standards Allows for professional reflection and analysis Serves as a well-deserved celebration of achievement and validation of growth

  6. The Professional Portfolio: Artifacts and Reflective Statements Portfolio should focus on quality of documentation rather than on quantity within the portfolio. Assembling a portfolio should be ongoing , an embedded part about job planning and deliberating about teaching, rather than an overwhelming project thrown together at the end of the year. Also, novice teachers can work with mentors to practice writing accompanying reflective statements that summarize their artifacts and demonstrate progress on the standards.

  7. Supervision after the first year: Now what? Mentoring of the novice teacher still needs to occur even after the first year. This looks like: Provide funding to support at least one of the cohort’s mentors continuing on with the group forsecond year as a “lead mentor.” Continue to provide professional development opportunities to meet the needs of the novice. Set aside the third year for an overview of the district’s supervision and evaluation system and of the differentiated growth option available to teachers after attaining tenure.

  8. Evaluating the Novice Teacher Evaluation should be separate from supervision. Administration should evaluate the novice teacher. Once Tenure is granted it is hard to dismiss underperforming teachers.

  9. Why is it more complicated with a novice over a veteran? Novice Teacher Performance & Potential 2. More Direction & Less Choice – to internalize the high standards of district 3. 3 Year Probationary Period for more Scaffolding Veteran Teacher Performance Alone 2. More Choice in the evaluation

  10. What should the evaluation roles be? Shared by the Administrative team rather than principal alone. 4 observations per/year Administration Central Office Lightens the burden and offers different perspectives Mentor Teacher = Teaching about process of portfolio

  11. YEAR 1 Administrative Observations focused on Evaluation Standards. A level 3 on any standard = unsatisfactory rating Not invited back for 2nd year.

  12. YEAR 2 Administrative Observations focused on Evaluation Standards. Teacher creates portfolio with teacher material & video lessons that address each standard Level 3 = Unsatisfactory & should not be invited back Level 2 = Needs Improvement

  13. YEAR 3 Administrative Observations focused on Evaluation Standards. Teacher creates portfolio with teacher material & video lessons that address each standard & at least one other data source Evaluation team discusses summative evaluation & agrees on tenure status. Level 1 on all Standards to obtain tenure.

  14. Reflect on your 1st Year Discuss with a partner the following: Under what circumstances, if any, would you be willing to grant tenure to a novice teacher who had not received a Level 1 rating on all of the districts standards? What justification would you provide to grant tenure?

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