ACCESS Lead Teacher Role Adding Staff and Expertise to our Instructional Review and Development Process

Rationale Last spring we had over 300 active sections in place at the same time, and approximately 550 total sections were in place at some point during the year. Even engaging in a basic level of monitoring for this many sections is something that is becoming extremely difficult for our staff. Our hope is to not only provide basic monitoring, but to move toward a much richer supervision, evaluation, and development process.

Initial Vision for Lead Teacher Role Provide a “set of eyes” that is able to regularly verify that a class section has a teacher that is showing up for class and providing a basic level of instruction. Has the teacher logged in? Is teacher logging in regularly? Is the gradebook set up correctly? Is a syllabus present? Are news items posted regularly? Is the grading of dropbox items and quizzes up-to-date? Are s being read and responses given? Are there an excessive number of students failing?

Expectations for a Basic Level of Instruction Has the teacher logged in? Is teacher logging in regularly?  Daily logins during the week Is the gradebook set up correctly?  Gradebook should be set up according to the SC directions. Is a syllabus present?  Syllabus should be present and readily available. Are news items posted regularly?  At least weekly Is the grading of dropbox items and quizzes up-to-date?  Never more than 3 items behind per student Are s being read and responses given?  Sent Mail should compare favorably to Inbox. 24 hr responses Are there an excessive number of students failing?  We need to know about failure rates > 50%.