PROFESSIONAL GROWTH PLANS Standard for Success专业成长计划成功的标准.pptVIP

PROFESSIONAL GROWTH PLANS Standard for Success专业成长计划成功的标准.ppt

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PROFESSIONAL GROWTH PLANS Standard for Success专业成长计划成功的标准

Presenter: Gary Bates “If a certificated employee receives a rating of ineffective or improvement necessary, the evaluator and the certificated employee shall develop a remediation plan of not more than ninety (90) school days in length to correct the deficiencies noted in the certificated employees evaluation. “ Coursework Professional development sessions, conferences Utilizing teacher mentors Modeling: Providing a substitute for an hour and allowing a teacher to observe a highly effective teacher on a specific skill or competency (ex. have them observe a teacher who is extremely talented at higher level questioning) Coaching: Have a highly effective teacher come in and coach someone struggling in a specific skill or competency Create professional learning communities and allow for reflection on instructional practices on specific skills or competencies, identifying exemplars for each. Initiate “teaching rounds” where departments or individual teachers are able to observe each other and give formative feedback, align level of expectations, and build culture and ownership on the level of instruction in their department Goal Statement Action Steps Benchmarks Data Evidence of Achievement Teacher and evaluator work through the process together. Evaluator identifies areas needing improvement. Evaluator should be able to identify specific examples observed. Goal setting should be a collaborative effort. Teacher and evaluator share ideas of what activities/data/evidence need to be chosen to help achieve the goals. Timelines should be mutually agreed upon. Areas for Improvement Current questioning strategies are not effectively eliciting evidence of student understanding. Lack of communication with families Student behavior – standards of conduct are not clearly communicated. Evidence Notes from classroom observations conducted on 9/12/13, 10/2/13, and 11/15/13. (As noted on SfS rubric). No documentation of family communication. Notes from classroom observa

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