1. Cultivating Teacher Leadership Through Peer Evaluation and Support

2. CREC SCHOOLS Facilitators Maryellen Manning – Assistant Superintendent of Talent Development & Innovation Elaina Brachman – Director of Elementary Education Lisa Cordova – Kindergarten Teacher, Glastonbury-East Hartford Magnet School & CREC-EA President

3. CREC SCHOOLS Session Objectives Present how the CREC Complementary Evaluator Program fits within the continuum of teacher professional development Share the district’s planning, implementation and on-going evaluation of the Complementary Evaluator Program

4. CREC SCHOOLS Continuum of Professional Learning Developing Awareness Building Knowledge Translating into Practice Reflecting Building Capacity

5. CREC SCHOOLS Continuum of Professional Learning In concert with the standards, CREC’s Continuum of Professional Learning guides the selection of learning designs and encourages sustainable implementation. The Continuum illustrates a learning trajectory that promotes teacher leadership and professional growth.CREC’s Continuum of Professional Learning Developing Awareness: faculty and staff gain knowledge of new, research-based instructional strategies and techniques grounded in Common Core standards. Building Knowledge: faculty and staff engage in discussions, collaborations, and/or presentations regarding new, research-based strategies and techniques as they apply to specific grades and/or content areas. Translating into Practice: faculty and staff give classroom demonstrations and collect data and evidence related to strategy/technique implementation. Reflecting: faculty and staff practice self-evaluation and/or peer feedback sessions regarding strategy/technique implementation; practice is refined according to self-reflection, feedback, and data collection. Building Capacity: faculty and staff engage in collaborative, collegial process to educate peers about the strategy/technique while looking for opportunities to expand and evolve the strategy/technique. Developing Awareness Building Knowledge Translating into Practice Reflecting Building Capacity

6. CREC SCHOOLS Planning Union MOU – Teacher agreement form Messaging to all stakeholders Recruitment and vetting of applicants What would the professional development look like for Complementary Evaluator Cohort? – Training/certification

7. CREC SCHOOLS Connecticut Standards for Professional Learning Cultural Competence Learning Communities Leadership Resources Data Learning Designs Implementation Outcomes

8. CREC SCHOOLS Program Implementation Initial teacher evaluation training – Initial cohort sessions focusing on using the Danielson Framework through the observer lens – Blended learning through on-line training using Teachscape – Certification – Use of the observation platform (Bloomboard) – Pre and post observation guidance – Administrator “ride-alongs”

9. CREC SCHOOLS On-going Professional Development Based on feedback from surveys – Differentiation for cohorts: Elementary and Secondary as well as cohort experience – Focus on instructional coaching to support feedback sessions – Calibration – Supporting CEs in their buildings

10. CREC SCHOOLS Resources

11. CREC SCHOOLS

12. Stakeholder Insight: Marketing Your Message http://www.crec.org/pd/evaluation.php

13. CREC SCHOOLS How can you position your district to develop a CE program? What leadership opportunities are currently available for teachers? What is the “purpose/pulse” of the teacher evaluation program within your district? What barriers do you need to tackle to move forward with implementing such a program?

14. CREC SCHOOLS What questions do you have for us?

15. For more information regarding the CREC Magnet School Complementary Evaluator Program please contact: Maryellen Manning Assistant Superintendent of Talent Development & Innovation mamanning@crec.org