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Looking into the relationship between teacher and principal evaluation. TEACHER EVALUATION CRITERIA. PRINCIPAL EVALUATION CRITERIA. Responsibilities Qualities. Create and support a learning culture Develop and monitor a Safe Schools Plan Analyze and use data to improve student learning - PowerPoint PPT Presentation
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Looking into the
relationship between
teacher and principal
evaluation
Centering instruction on high
expectationsDemonstrating
effective teaching practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify
instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
TEACHEREVALUATION
CRITERIA
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
PRINCIPALEVALUATION
CRITERIA
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
Responsibility 1Creating and sustaining a
learning culture
Skills and Knowledge
Evidence and
MeasuresSupport
Authority
Goal:Improved learning
for all students
Workon
problemsof
practice
Build clear andcollaborative relationships
Enhancepersonal
leadershipskills
Leadcoherent
system-widesupport for
learning
Focus on learning through teaching
WHYCHANGE?
Goal:Improved learning
for all students
Workon
problemsof
practice
Build clear and
collaborative relationships
Enhancepersonal
leadershipskills
Leadcoherent
system-widesupport for
learning
Focus on learning through teaching
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
Centering instruction on high expectations
Demonstrating effective teaching
practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
Centering instruction on high
expectations
Demonstrating effective teaching
practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify
instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
Use student data to modify
instruction
Use data for school
improvementConstruct
and monitor a
safe-school plan
Subject matter
knowledge
Teachers Principals District
Use student data to modify
instruction
Use data for school
improvement
Construct and
monitor a safe-school
plan
Subject matter
knowledge
Teachers Principals District
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
Centering instruction on high expectations
Demonstrating effective teaching
practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
Culture
CultureIsn’t the culture of the school, in large part, the collection of
cultures of the classrooms?
For the non-classroom parts of the school, what role does the teacher play in contributing to the culture of the school?
What kind of district support is needed to successfully establish and sustain a school-wide learning culture?
What policies and practices might be contributing to or impeding the improvement of classroom and school cultures?
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
Centering instruction on high expectations
Demonstrating effective teaching
practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
Data
DataWhat are the similarities and differences between the data we expect teachers to analyze to design instructional activities and
the data we expect principals to analyze to design school improvement initiatives?
What kinds of district support is needed to ensure that both principals and teachers develop their skills in the analyzing and
utilizing data to help students?
How can a district create data in areas it values, but finds it difficult to define and quantify?
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
Centering instruction on high expectations
Demonstrating effective teaching
practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
Content
ContentWhat are the content alignment issues that should be
decided in the classroom, in the school and in the district?
How much knowledge of content does one need to assist another in aligning content, instruction and assessment?
Are some content areas valued more by a district, and are those values clear to all?
What is the role of content specialists, or coaches, in assisting both teachers and principals in making good
decisions about content?
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
Centering instruction on high expectations
Demonstrating effective teaching
practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
Instruction
InstructionWhat is our instructional framework?
How does that framework apply to the principal’s job of hiring teachers?
What kind of district support does the principal need to support teachers’ efforts to become more effective
teachers?
Who, besides the teachers and principals, need to be well versed in the instructional framework of the district?
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
Centering instruction on high expectations
Demonstrating effective teaching
practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
Community
CommunityWhat kind of training is offered by the district to teachers
and principals to increase their skills in connecting with the community?
Are there differences between elementary and secondary levels regarding either the teachers’ or principals’
expectations to engage the community?
Does the principal get credit or blame for the collective connection his/her teachers’ have made with their parents?
Are there policies, practices, or agreements that support or inhibit the engagement of communities outside the school?
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
Centering instruction on high
expectations
Demonstrating effective teaching
practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning
environment.
Use student data to modify
instruction
Communicating with parents and
school community.
Exhibiting collaborative and collegial practices
CultureData
Content
InstructionCommunity
Resources
Gallupstudentpoll.com
Track your students’ engagement, hope and well being
Success at the Corehttp://successatthecore.com
Videos and facilitators’ guides designed to develop schools’ leadership teams and individual teachers’ skills in the classroom.
AWSP’s Online GPS(Great Principals’ Strategies)
Creating a
CultureEnsuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engagingthe
Community
Closing the Gap
PRINCIPALEVALUATION
CRITERIA
School Culture
ClassroomExpectations
HighExpectations
School-wideField Trips
HallDecorations
PersonalizingLearning
RollCall
AdultActivities
StudentActivities
AlumniFaculty
Meetings
Transitions
Fresh Start
At Stewart Elementary School, we want students to begin thinking about college early, so we display the college entrance requirements in our hallway. This helps to set the tone that this is a place to learn, and if students work hard, they will all be prepared for learning after high school.
CollegeEntrance
Requirements
School Culture
ClassroomExpectations
HighExpectations
School-wideField Trips
HallDecorations
PersonalizingLearning
RollCall
AdultActivities
StudentActivities
AlumniFaculty
Meetings
Transitions
Fresh Start
The Alumni Faculty Meeting has been a very successful strategy at Pacific Middle School. Each year we invite 7 or 8 of our graduates (present 9th graders) to come back from high school and tell us how their experiences at Pacific helped them be successful at high school, and share with us any experiences that weren’t helpful.
Our graduates have been very honest with our teachers and the meetings have brought about changes in teacher behavior that I have been unable to accomplish on my own. Sometimes our teachers are reduced to tears, but more often they howl with laughter at the funny things the kids say. I will take this strategy to every school I go to, regardless of the grade level.
AlumniFaculty Meeting
Thanks to all of you
for getting on board
and making
this work.
