New Teacher Orientation 2009 Cheryl Dyer Assistant Superintendent Teacher Observation and Evaluation in BRRSD

The Facts All teachers have Professional Growth/Improvement Plans (PG/IPs) Non-tenured teachers are observed at least 3 times each year Formal observations include a pre-conference and a post- conference Teachers receive a written report after the post-conference has been conducted The administrator and the teacher sign the report All teachers have a Summative Evaluation

Cycle of Professional Development Develop PG/IP Observation 1 October 30 Observation 2 January 15 Observation 3 March 15 Summative Evaluation March 30

Step One Professional Growth/Improvement Plan Developed: By the teacher and an administrator Linked to NJ Standards for Professional Development Implemented: By the teacher Through BRRSD Teachers College, Collaborative Learning Groups and other opportunities Monitored: By the administration

The Professional Improvement Plan Reflect on your strengths and weaknesses with regard to district philosophy and goals: Active student learning Differentiated instruction Literacy across the curriculum Think about your level of proficiency in each of the domains: Planning and Preparation Classroom Environment Instructional Strategies and Lesson Implementation Professional Responsibilities

Set Goals Examples: Deepen your understanding of the curriculum for each grade level, including content areas such as social studies, science, and health. Develop lessons related to reading for information Explore methods of differentiating instruction during guided reading Develop lessons that integrate authentic writing into content area instruction

Link goals to standards: Examples: 1.1 Assists educators in acquiring content knowledge within their own discipline(s) and in application(s) to other disciplines. 1.2 Enables classroom professionals to help students achieve the New Jersey Core Curriculum Content Standards. 2.5 Enables educators to plan and design instructional strategies for inclusive classrooms.

Identify activities to accomplish the goals: Examples: Participate in BRRSD Teacher’s College courses, workshops, conferences or graduate school classes to address these goals. Collaborate with district administrators and colleagues to implement the RTI model and address concerns of No Child Left Behind committees. Collaborate with building and district administrators to develop and implement support for teachers as they differentiate instruction.

Step Two Mentor Observation Highly recommended Helps teacher to understand the process Helps teacher to understand expectations Building principals will facilitate (especially for those teachers being formally mentored)

Step Three Classroom Observations Who, What, When, Where, How, Why Elements of Lesson Design Anticipatory set Objectives and purpose Input Modeling Checking for understanding Guided and independent practice Closure or summary Classroom Management

Who, When, Where, How How often? At least 3 times By whom? By either: curriculum supervisors building administrators central office administrators How long? minutes What follows? A conference between the administrator and the teacher A written report is prepared

Summative Evaluation Supervisor or building administrator will ask for input Teacher reflections Samples of student work Teacher will confer with administrator Supervisor or building administrator will prepare written summative evaluation, finalize PG/IP and develop new PG/IP Teacher and administrator sign