From Evaluation to Supervision Why? What is it?

Why? (Article VI, pg. 32)... The goal of supervision and evaluation is to promote continual professional growth including the use of new ideas and strategies in a supportive environment with clear performance expectations.

And, We believe that We find that when the principal has both the role of judge and of coach/consultant a climate is created where staff learning and growth is impeded. The teacher is a learner... We find that the traditional system of evaluation triggers defensive, closed behavior where individual teachers are forced to view themselves as being without weakness for fear of generating a poor evaluation. Learning comes from discussion not evaluation.

And... We see the traditional evaluation system as an ineffective and limiting paradigm. We find that traditional evaluation systems are based on identification of deficiencies. We believe that building on strengths is a more productive approach.... We find that the traditional system is built for the tiny percentage of people who are not suited for the role of educator and we find that while systems must exist to deal with those few, the primary focus needs to shift to building a system and climate that is based on the belief that all people want to perform well and care deeply about the success of the students and their colleagues.

What is it? A process that...  Values the work of teachers and supports reflection and growth over time  Values principal and teacher collaboration on the important work that teachers do  Promotes dialogue between principals and teachers around the important work done in classrooms

And, it is... A process that removes summative evaluation based on meeting minimal observation requirements A process that builds off of teacher/principal reflection and is formative in nature A process that removes labels and focuses on continuous learning A process that demands support and growth over time

It results in... Teachers being at Approaches or Meets Standard on the Standards for Quality Teaching and Learning Document The majority of teachers being on a Professional Development Plan based upon self reflection and collaboration with the principal around a focus for growth The use of outside evaluators for those times when growth is not evident Collaboration between the Tahoma Education Association and the Tahoma School District to support teachers over time

What is working this year? What is your personal experience? What do you hear from others about their experiences? Do teachers know and understand the reason for the changes?

What are the next steps? Communication from principals and building representatives Other necessary steps