1. Presentation to the Unity School Board Unity, New Hampshire February 21, 2012 Jorgelina Abbate-Vaughn, Ph.D. http://www.jorgelinaabbate-vaughn.org jorgelina.abbate@gmail.com

2. Work of the Task Force: to expand and strengthen SB 196: school boards shall have a teacher performance evaluation policy Read more at http://www.gencourt.state.nh.us/legislation/20 11/SB0196.html

3. Learners and learning Content knowledge Instructional practice Professional responsibility Dispositions New Hampshire Task Force on Effective Teaching, Phase I Report, October 2011: http://www.education.nh.gov/teaching/documents/phase1report.pdf

4.  Propriety standards: ensure a legal and ethical evaluation with due process for teacher;  Utility standards: guide evaluations to be informative, timely, and influential;  Feasibility standards: systems are easy to implement, efficient, adequately funded, and viable;  Accuracy standards: determine if the evaluation has produced sound information

5.  It needs to include improved opportunities for student learning as a key objective;  It has to be linked to previous or ongoing professional development;  It needs to be understood as a cyclical portion of professional development;  It has to be comprehensive of targeted development in areas where professional teachers might need assistance.

6.  Capacity building  Group solutions  More synergy in instruction  Integrated or systemic strategies

7. PPA PLUS, with specialty questions under Standard B.2.c. (Content knowledge) tailored to level and/or subject. Available at http://www.bc.edu/content/dam/files/schools/l soe/pdf/PracSpring11/pracFall11/Full_Prac_K- 12.pdf SEDL Summary of teacher evaluation tools in various states: http://secc.sedl.org/orc/rr/secc_rr_00052.pdf

8. Teacher effectiveness and its inevitable companion teacher evaluation (to assess such effectiveness) are highly politicized areas. Caution must be exercised. Various perspectives need to be taken into consideration.