Teacher Empowerment

1. Teacher Empowerment Exploring alternate evaluation paradigms. Or are we “locked out” of meaningful change?

2. “Top-down” evaluation systems have failed.

3. Stop! Is there a better paradigm?

4. Question:Why do we evaluate?

5. Monitor School Quality? Yes “Weed out” incompetents? No! Promote Teacher Quality Yes!

6. Sounds like “motherhood and apple pie” to me OK, describe a “good” teacher.

7. Possesses the “Gift.” NO Some are born with the gift of teaching. Knows The Subject Matter Teachers should come credentialed and prepared NO Possesses Teaching Skills Yes If evaluator knows how to effectively coach and mentor. Teachers who can practice the craft

8. Has Productive Attitudes Teachers who possess the following: • Self-efficacy (“can do” attitude) • Collaborative spirit • Willingness • Enthusiasm • Other Can evaluation help? Good Question!!

9. Empower teachers to self-supervise. Empower teachers to be responsible for their own evaluation. Is this possible and still maintain accountability? The Teacher Empowerment Paradigm

10. Two dimensions • Formative (classroom observations) • Summative (year-end evaluations)

11. Classroom Observations and Teacher Empowerment

12. Guidelines • Collaborate with Teacher • Establish Purpose or Focus • Determine Method • Teacher driven • Supervisor driven

13. The Video • During filming, concentrate on • In the critique, concentrate on focus or goal

14. Teacher driven video episode • Teacher may be in charge of self-videoing: • Use tripod • Another individual records the video (student or adult volunteer) • Teacher sends a copy of video and self-critique form to the evaluator

15. Scenarios • Traditional supervisor observation • Supervisor makes video – collaborative critique • Teacher makes video • Remakes? • Sends to supervisor?

16. Formalizing a Video Episode • Teacher views video and responds on self-critique form • Supervisor views video that has been copied and mailed • Supervisor critiques • When Critique form arrives, evaluator compares his/her notes with teacher’s and finalizes comments on the focused objective to add to the summative evaluation for that year.

17. Some examples

18. Summative Evaluation and Teacher Empowerment

19. Professional Portfolio Teachers will provide documentation showing their attainment of the performance standards.

20. ACCOUNTABILITY Accountability has to be a part of a system. The basis for accountability are Performance Standards Every employing organization should have in place a set of expected professional performance standards for all teachers

21. The SYSTEM • Administrator and teacher collaboratively develop: • Professional development plan for the year • Plan for the collection of appropriate documented evidence • Teacher collects and organizes the portfolio • Culminating opportunity for each teacher to showcase his/her portfolio

22. System overview School Term Planning Phase Professional goals Professional Plans Evidence to be collected Summative Phase Portfolio Presentation Summary Documents Formative Phase Evidence Professional Activities Organization of Evidence (Portfolio)

23. Evaluation Models - Applications • Professional Teacher • Teacher-empowerment paradigm • Teacher with specific needs. • Teacher-empowerment paradigm; plan for professional goals and documentation developed collaboratively • New teacher; Teacher with difficulties • Traditional “top-down” evaluation; teacher begins portfolio development

24. Culmination Activity Summative Evaluation • Teacher Fair • Each teacher with booth and exhibits • Opportunity for teachers to learn from each other • Invite parents? board?

25. Portfolio Document Ideas: • Bullock, A. and Hawk, P. (2001). Developing a teaching portfolio. Prentice-Hall.C • Campbell, D. and others (1997). How to develop a professional portfolio. Allyn and Bacon. • http://eduscapes.com/tap/topic82.htm • http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/43

26. National Board Certification • Teacher’s Guide to National Board Certification. • Unpacking the standards • National Board Certification Workbook. • How to prepare your portfolio. www.Heinemann.com

27. Examples • Ileana Espinosa, Associate Superintendent <iespinosa@cccsda.org>

28. Dimensions of Performance Standards • Instruction • Environment • Curriculum • Professionalism • Community Relations • Other responsibilities • More?

29. 1Instruction • Copies of lesson plans demonstrating (a) higher level thinking, (b) varieties of instructional strategies, (c) cooperative learning, (d) multiple intelligences • Samples of student work • Sample of teacher feedback • Photos of learning activities/field trips • Student projects (group and individual) • OTHER?

30. 2 Environment • Photos of classroom, bulletin boards, etc. • Notes from parents, students, others. • Copies of classroom management documents. Rules, discipline plan, etc. • Copies of documents produced by students related to student government • Copy of discipline philosophy • OTHER?

31. 3 Curriculum • Copies of instructional plans, (a) daily, (b) unit, (c) yearly • Copies of grading rubrics used • Samples of tests • Information about parent-conferences • Copies of I.E.P’s and policies regarding S.S.T’s • Student portfolios • OTHER?

32. 4 Professionalism • Materials from conferences or conventions attended • Documents demonstrating professional memberships • Evidence of participation in school leadership projects • Copy of personal mission statement • Letters from colleagues, administrators • Copies of articles published or convention presentations • OTHER?

33. 5 Community Relations • Documents or photos illustrating church related projects • Newsletters published • Samples of letters used for parent communication • Products from committees served or led • Letter(s) from local pastor(s) or community leaders • Photos from church or other community projects  • OTHER?

34. Thanks!!! martha@puconline.org npowell@dslextreme.com A blue ribbon for forward thinking

35. Thanks!!! A blue ribbon for forward thinking http://www.nadeducation.org/dynamic/files/433.pdf