TEACHER DEVELOPMENT, EVALUATION, AND PEER SUPPORT Overview Session for MPS Staff March 10, 2014

MISSION STATEMENT  To develop, improve, and support educators and effective teaching practices and improve student learning and success.

Teacher Knowledge, Skills, and Professional Responsibilities Professional Development and Learning Professional Practice 65% Charlotte Danielson Planning and Preparation – Classroom Environment – Professional Responsibilities Professional Practice 65% Charlotte Danielson Planning and Preparation – Classroom Environment – Professional Responsibilities Evidence of Student Learning District Goals 5% Site Goals 10% Individual Goals 20% Evidence of Student Learning District Goals 5% Site Goals 10% Individual Goals 20% Student Engagement Charlotte Danielson Framework for Teaching Domain 3C Student Engagement Charlotte Danielson Framework for Teaching Domain 3C District Priorities and Supports Curriculum Teaching and Learning Framework Improvement Planning and Priorities District Priorities and Supports Curriculum Teaching and Learning Framework Improvement Planning and Priorities

PROFESSIONAL GROWTH AND DEVELOPMENT PLAN (PGDP)  All teachers set 3 year Professional Area of Focus  Need to set an annual goal each year aligned to area of focus  Continue to set 2 Individual Goals as part of Q-Comp process (or project)  These goals CAN align!  Review annually with administrator

WHAT WILL MY EVALUATION LOOK LIKE?  3 Key Components  Professional Practice (observation process)  Student Engagement (part of observation)  Evidence of Student Learning

TEACHER PROFESSIONAL PRACTICE  Charlotte Danielson Framework for Teaching (FfT)  Four Domains (Similar to Current Model)  Planning and Preparation  Classroom Environment  Instruction  Professional Responsibilities  Teachscape

STUDENT ENGAGEMENT  Domain 3c in Danielson Framework for Teaching  Engages students in learning  Student Engagement Walkthrough Student Engagement Walkthrough Observed Not Observed Not Applicable Area of Noted Strength Positive Body Language: Students exhibit body postures that indicate they are paying attention to the teacher and /or other students. Consistent Focus: All students are focused on the learning activity with minimum interruptions. Verbal Participation: Students express thoughtful ideas, reflective answers, and questions relevant or appropriate to learning. Student Confidence: Students exhibit confidence and can initiate and complete a task with limited coaching and can work in a group. Fun and Excitement: Students exhibit interest and enthusiasm and use positive humor.

EVIDENCE OF STUDENT LEARNING  Must total at minimum 35% of evaluation  3 parts  District Goals (5% of evaluation)  Site Improvement Plan (10% of evaluation)  Individually Defined (20% of evaluation)  Set by teacher and administrator; could be based on individual goal

EVIDENCE OF STUDENT LEARNING  **explain rubric here**

PORTFOLIO OPTION  Additional Evidence for Consideration  E-Folio Possibility

WHY CREATE OUR OWN MODEL?  The State Model is Cumbersome  The implementation handbook alone is 103 pages long  Our proposal was created to align to our system  We have worked with a team of teachers, administrators, and EA reps to develop our plan

FOR MORE INFORMATION  Staff Link – Teacher Evaluation Page  Includes State Model Example   Charlotte Danielson’s Framework for Teaching  Any Development Committee Member (Identified on Handbook)

QUESTIONS?