5. Teacher: Decide what to teach Decide what to assign Decide how to assess Decide how to grade In the end, convey how the kids did compared to each other.

6. Principal: Keep order Hire teachers Evaluate teacher behavior Supervise athletics Balance the budget In the end, hand out diplomas to kids who made it.

7. Teacher: Decide what to teach Decide what to assign Decide how to assess Decide how to grade In the end, convey how the kids did compared to each other. Principal: Keep order Hire teachers Evaluate teacher behavior Supervise athletics Balance the budget In the end, hand out diplomas to kids who made it.

8. Teacher: Decide what to teach Decide what to assign Decide how to assess Decide how to grade In the end, convey how the kids did compared to each other. Principal: Keep order Hire teachers Evaluate teacher behavior Supervise athletics Balance the budget In the end, hand out diplomas to kids who made it.

15. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers to understand and analyze events in the classroom. In these conversations, teachers must consider the instructional decisions they have made and examine student learning in light of those decisions.

16. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

17. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

19. TEACHER EVALUATION CRITERIA

20. PRINCIPAL EVALUATION CRITERIA

21. Teacher Evaluation Criteria

22. Principal Evaluation Criteria

23. “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.” “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.”

24. “using multiple student data elements to modify instruction and improve student learning.” “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

25. “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.” “providing clear and intentional focus on subject matter content and curriculum.”

26. Implementing the instructional framework “monitoring, assisting, and evaluating effective instruction and assessment practices.”

27. “communicating and collaborating with parents and school community.” “partnering with the school community to promote learning.”

31. Cut on dotted line

33. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

34. Cut on dotted line

38. Wary/Welcome Activity Why might teachers and principals be wary of a 4-tier evaluation system? Why might they welcome it?

41. ? ?

43. Satisfactory, That is not enough as to say one is average, or adequate or moderate. I want to be loved for who I am.

47. Responsibilities Qualities Create and support a learning culture Develop and monitor a Safe Schools Plan Analyze and use data to improve student learning Assist teachers in aligning curriculum to instruction and assessment Develop and evaluate teaching and support staff Manage Resources Engage the community in students’ learning Speak and write with clarity Act in an ethical manner Be organized and forward thinking Build relationships with staff and students Follow through Judgment Sensitivity Teamwork Understanding own strengths and weaknesses Situational Awareness

59. Sept. 1, 2012 Supt. Dorn shall identify up to 3 preferred instructional and leadership frameworks that districts must use. Dec. 1, 2012 Supt. Dorn must adopt rules for calculating the summative rating for each framework to maximize rater agreement among frameworks. Dec. 1, 2013 The Steering Committee shall report best practices regarding various aspects of teacher and principal evaluation in our state and others. 2015-16 Evaluation results must be used for human resource decisions, including assignment and reduction in force

64. E2SSB 6696 When available, student growth data that is referenced in the evaluation process must be based on multiple measures that can include classroom-based, school-based, district-based, and state- based tools. As used in this subsection, “student growth” means the change in student achievement between two points in time.

67. Gallupstudentpoll.com Track your students’ engagement, hope and well being

68. Success at the Core http://successatthecore.com Videos and facilitators’ guides designed to develop schools’ leadership teams and individual teachers’ skills in the classroom.