1. Establishing Professional Learning Partners as Peer Observers in a Teacher Performance Evaluation System

2. Presenters Dr. Carrie Geiger, Supervisor of Instructional Practice
Mr. Eric Lemstrom,
11th Grade Language Arts
Mr. Cody Miller,
9th Grade Language Arts

3. The Purpose The Players The Plan The Pledge Presentation Outline

4. Presentation Outcomes
Share Ideas
Provoke Questions
Incite Reflection
Enhance Practice

5. The Purpose
PK Yonge DRS has established as part of our core beliefs related to teacher performance evaluation the intention to create a system that supports interdependence among faculty and administrators, as well as promoting individual agency and accountability for teacher learning and growth.

6. Translation
We want to hire, retain, and help support the ongoing professional development of the very best teachers.
We want teachers to be empowered to engage in meaningful professional development while receiving authentic formative and summative feedback from multiple sources.

7. The Players The Teachers Category 1 Beginning Teachers New to PKY
Teachers with more than 3 years experience in teaching and at least 1 year at PKY

8. Category 1 Support For beginning teachers…
Extended partnerships (three years)
For experienced, new-to-PKY teachers…

9. The Players cont. PLP-As
Category 2 teachers who demonstrate strong teaching ability and are willing to provide support and coaching
Assigned by Administration

10. The Players cont. Supervisor of Instructional Practice

11. The Plan Two-pronged development program
Induction meetings focus on helping new teachers become acclimated to the school culture, present information on past PD initiatives, and provide ongoing PD in current school-wide foci.

12. PLP-A meetings provide support in instructional coaching, build familiarity with the observation instrument, and strive to develop inter-rater reliability in observation and feedback cycles.

13. The Pledge
PKY is committed to ongoing reflection, improvement, and professional development of our teachers, our systems of support, and our evaluative processes.

14. Ideally, teachers on our campus should be able to receive constructive feedback from peers and administrators via an observation system that is enacted with integrity and fidelity.

15. Key Ideas The TRUST Factor The TIME Factor
Familiarity with the “Placemat”
better understanding of the targets and changes in instructional practice
Integration of Systems (induction, coaching, professional development)

16. Conversation Questions? Ideas? Comments? Suggestions?