Welcome Back 2012-2013 - Ana Gallegos

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Welcome Back 2012-2013 - Ana Gallegos

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Welcome Back!:

Welcome Back!

Teacher Evaluation System 2012-2013 Objectives:

Teacher Evaluation System 2012-2013 Objectives Analyze & articulate components of the teacher evaluation system. Create a list of possible objectives for professional growth plans. Listen for common vocabulary within the context of the evaluation system.

Performance Standards:

Performance Standards Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for establishing, managing and monitoring student learning in a positive learning environment. Teachers are members of learning communities and exhibit a high degree of professionalism. Teachers think systematically about their practice and learn from experience..

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Overarching Objectives Curriculum Design Objectives Assessment Learning Experiences Curriculum Planning Standard 1: Teachers are committed to students and their learning.

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Clarity Principles of Learning Models of Teaching INSTRUCTIONAL STRATEGIES Standard 2: Teachers know the subjects they teach and how to teach those subjects to students.

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Personal Relationship Building Class Climate Expectations Space Time Routines Attention Momentum Discipline MOTIVATION MANAGEMENT Standard 3: Teachers are responsible for establishing, managing and monitoring student learning in a positive learning environment.

Standard 4: Teachers think systematically about their practice and learn from experience..:

Standard 4 : Teachers think systematically about their practice and learn from experience.. Continually reflects on his/her practice in promoting student learning and adjusts instruction accordingly Draws upon education research and research-based strategies in planning instructional content delivery

Standard 5: Teachers are members of learning communities and exhibit a high degree of professionalism.:

Standard 5 : Teachers are members of learning communities and exhibit a high degree of professionalism. Is an active member of professional learning communities Understands and supports the vision of the school system Contributes to the smooth functioning of the school environment Works collaboratively and creatively with parents in support of student learning and well-being Documented unprofessional conduct during the year may be reflected under this standard in final evaluation.

Inadequate Performance:

Inadequate Performance The Governing Board defines inadequacy of classroom performance for teachers as documented evidence of deficiencies in one or more of the five standards identified in the evaluation instrument

Minimum Observations :

Minimum Observations Type of Teacher Minimum Required Yearly Formal Observations Minimum Length of Formal observations Frequency (minimum per semester/year) Probationary 4 30 minutes 2 Continuing Teacher in “Formal” Year 2 30 minutes 1 Continuing Teacher in Professional Growth Year Plan (PGYP) 1 30 minutes can occur in either semester

FEEDBACK:

FEEDBACK Claims – a statement that a teacher performs a certain teaching skill or carries out a certain pattern in his or her instruction (thus, a generalization). Evidence – a quote or literal description of something that has been said or done during the observation Interpretation - a statement of what the behavior accomplished or intended to accomplish, what was significant about it, and what effect it had on students.

Overall Assessment and Recommendations:

Overall Assessment and Recommendations Formal Tool Teacher Performance Evaluation – Final Report Professional Growth Plans Professional Growth Year Plan – End of Year Review + 1 Observation Report

Formal Tool:

Formal Tool Evaluators complete a narrative description based on the five performance standards. The description includes: on-going classroom observations; walk-throughs; learning-focused conversations; analysis and review of student results; contributions to overall school mission and environment; review of student and parent surveys; review of professional growth plans and implementation results; and information from any other documents collected by the evaluator and/or the teacher during the full length of the cycle.

Professional Growth Plans:

Professional Growth Plans Teacher completes the End of Year Review Evaluator attaches the Post Observation Report (written feedback from the formal observation). Collaboratively completes the Overall Assessment page.

Formal Years:

Formal Years Probationary Teachers (those employed less than three years) will receive formal evaluations twice a year Continuing Teachers (those employed for more than three years) will receive a formal evaluation each third year

Professional Growth Plans:

Professional Growth Plans Continuing Teachers - each first and second year of the 3-year cycle. An opportunity to work collaboratively on professional goals that support the vision of the school system Aligned with your school accountability plan/school initiatives Can be the work done in a PLC

Question #1: What is my desired outcome for professional growth?:

Question #1: What is my desired outcome for professional growth? Using_____________________________, I will______________________________, So that_____________________________.

Professional Growth Options – Question # 4:

Professional Growth Options – Question # 4 Peer Reflection Conversations Study Group Delivery of Workshops/Courses Action Research Development of Instructional Materials Audio/Video Tape Analysis Team Teaching Writing analytical or reflective journal Committee or Task Force Participation Pursuing National Board Certification Other…

Professional Growth Years:

Professional Growth Years Deadlines Proposal due by September 10, 2012 (Questions 1-7) Mid-Year Review by December 10, 2012 (Questions 1- 4) End of the Year Review by April 20, 2013 (Questions 1- 5)

Evaluations:

Evaluations Frank Rosthenhausler: Athletic Director, Trainer, ATS teacher, Performing Arts, & Physical Education teachers Kathi Shaw : Title I Project Specialist, Ki Teachers, Social Studies, RTI teachers, & English teachers Ana Gallegos: Library, PAL, Bilingual, Community Schools & Recruitment Coordinators, Counselors, Social Worker, Visual Arts, Science, World Languages, & ELD teachers Vivi Watt: Exceptional Education, Mathematics, Radio, & Career & Technical Education teachers

Important Reminders:

Important Reminders Schedule changes-First 2 weeks only-after that date, changes go through me Daily attendance from Mojave rosters Student on roster, but does not belong on class-email me and Dept. Chair Students not listed on your roster-send to counselor

Bell Schedule:

Bell Schedule Zero Period: Students need to have a place to go. There will be a menu of options for them Students will stay in their designated place and stay there. Sign in sheets will be required and turned in to Letty

Schedule Changes:

Schedule Changes Please refer to Schedule Change/Class Drop Policies First two days: If a student is not on your roster, send student down to office Check your rosters on Mojave every day Schedule changes: students need to schedule appointment with counselors and see them before/after school & during lunches

Requesting Substitutes:

Requesting Substitutes Information emailed & posted on Teacher Portal Emergency Lesson Plans-required from every teacher Please make substitutes feel welcome at Pueblo. We will start the year with 5 substitutes

Important Forms:

Important Forms Guest Speaker/Video/Outside Media Resource Approval form Student Teacher/Observer Form

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Have a great school year!

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