Ed Eval & Peer Observation09.17.2014

But 1st…

• Sign up for snacks• Teachers with Courage• X2888•Mandated trainings• Handbooks? email Shawn• Report Card Comments? email Katelyn

Before we get into the details…

…let’s wrap our heads around what’s to come.

On or before* TaskASAP Move last year’s documents into a

2013-2014 folderOct 1st Complete Self AssessmentOct 17th Complete SMART goalsOct 17th Meet with Shawn or KatelynNov 1st Submit Educator PlanNov 17th SMART Goals and Evidence faculty

meeting

Important dates and to dos:

*These dates a flexible. I would rather do it right than do it right now.

http://screencast.com/t/4DprAwrm0Q

Observation Feedback

dialog.ua.edu/2010/08/back-to-school-2010-back-to-basics/

Focus on teaching and learningLooking for and identifying themes

Gathering evidence and sharing data“Here’s what we saw…”

“The mediocre teacher tells. The good teacher explains. The superior teacher

demonstrates. The great teacher inspires.”

- William Arthur Ward

This is not evaluative.

Teachers benefit from

• An opportunity to engage in reflective dialogue about their work.• Focused classroom support.• Improvement of classroom practices.• Support from a peer who understands the daily

demands of the classroom.• Reduced job stress, especially for the new teacher.• A welcoming atmosphere for new teachers.• The comfort of knowing that someone is available

to help, explain, and assist.

The School benefits from

• Increased collaboration among teachers.• The establishment of a professional learning

community.• An increased focus on student achievement.• Enthusiasm for the teaching profession

See more at: Teachers Observing Teachers

5 High Frequency Behaviors in Collaborative Communities

1. Working Together (Planning, Creating & Evaluating Curriculum, Data & Assessments, etc.)

2. Talking about teaching3. Teaching each other about the practice of

teaching4. Teachers observing each other5. Teachers asking for help and helping others

How “frequently” does it occur?

Sometimes27%

Often57%

Always17%

1. Working together (planning, creating and evaluat-ing curriculum, etc.)

How “frequently” does it occur?1. Working together (planning, creating and eval-

uating curriculum, etc.)

Sometimes33%

Often47%

Always20%

2. Talking about teaching

How “frequently” does it occur?1. Working together (planning, creating and evaluating

curriculum, etc.)

Rarely17%

Sometimes60%

Often20%

Always3%

3. Teaching each other about the practice of teach-ing

How “frequently” does it occur?1. Working together (planning, creating and eval-

uating curriculum, etc.)

Rarely67%

Sometimes27%

Often7%

4. Teachers observing each other

How “frequently” does it occur?1. Working together (planning, creating and eval-

uating curriculum, etc.)

Rarely3%

Sometimes43%

Often33%

Always20%

5. Teachers asking for help and helping others