Looking into the relationship between teacher and principal evaluation

1. Looking into the relationship between teacher and principal evaluation

2. TEACHER EVALUATION CRITERIA

3. PRINCIPAL EVALUATION CRITERIA

6. 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

9. Work on problems of practice Focus on learning through teaching Build clear and collaborative relationships Goal: Improved learning for all students Lead coherent system-wide support for learning Enhance personal leadership skills Why Change?

10. Work on problems of practice Build clear and collaborative relationships Focus on learning through teaching Goal: Improved learning for all students Lead coherent system-wide support for learning Enhance personal leadership skills

12. Teachers Principals District Subject matter knowledge Use student data to modify instruction Use data for school improvement Construct and monitor a safe-school plan

13. Teachers Principals District Subject matter knowledge Use student data to modify instruction Use data for school improvement Construct and monitor a safe-school plan

14. Culture

15. Culture Isn’t the culture of the school, in large part, the collection of cultures of the classrooms? For the non-classroom parts of the school, what role does the teacher play in contributing to the culture of the school? What kind of district support is needed to successfully establish and sustain a school-wide learning culture? What policies and practices might be contributing to or impeding the improvement of classroom and school cultures?

16. Data

17. Data What are the similarities and differences between the data we expect teachers to analyze to design instructional activities and the data we expect principals to analyze to design school improvement initiatives? What kinds of district support is needed to ensure that both principals and teachers develop their skills in the analyzing and utilizing data to help students? How can a district create data in areas it values, but finds it difficult to define and quantify?

18. Content

19. Content What are the content alignment issues that should be decided in the classroom, in the school and in the district? How much knowledge of content does one need to assist another in aligning content, instruction and assessment? Are some content areas valued more by a district, and are those values clear to all? What is the role of content specialists, or coaches, in assisting both teachers and principals in making good decisions about content?

20. Instruction

21. Instruction What is our instructional framework? How does that framework apply to the principal’s job of hiring teachers? What kind of district support does the principal need to support teachers’ efforts to become more effective teachers? Who, besides the teachers and principals, need to be well versed in the instructional framework of the district?

22. Community

23. Community What kind of training is offered by the district to teachers and principals to increase their skills in connecting with the community? Are there differences between elementary and secondary levels regarding either the teachers’ or principals’ expectations to engage the community? Does the principal get credit or blame for the collective connection his/her teachers’ have made with their parents? Are there policies, practices, or agreements that support or inhibit the engagement of communities outside the school?

24. Culture Data Content Instruction Community

25. Resources

26. Gallupstudentpoll.com Track your students’ engagement, hope and well being

27. Success at the Core http://successatthecore.com Videos and facilitators’ guides designed to develop schools’ leadership teams and individual teachers’ skills in the classroom.

28. AWSP’s Online GPS (Great Principals’ Strategies)

29. PRINCIPAL EVALUATION CRITERIA

31. College Entrance Requirements At Stewart Elementary School, we want students to begin thinking about college early, so we display the college entrance requirements in our hallway. This helps to set the tone that this is a place to learn, and if students work hard, they will all be prepared for learning after high school.

33. Alumni Faculty Meeting The Alumni Faculty Meeting has been a very successful strategy at Pacific Middle School. Each year we invite 7 or 8 of our graduates (present 9th graders) to come back from high school and tell us how their experiences at Pacific helped them be successful at high school, and share with us any experiences that weren’t helpful. Our graduates have been very honest with our teachers and the meetings have brought about changes in teacher behavior that I have been unable to accomplish on my own. Sometimes our teachers are reduced to tears, but more often they howl with laughter at the funny things the kids say. I will take this strategy to every school I go to, regardless of the grade level.

34. Thanks to all of you for getting on board and making this work.