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Related Tasks:
4.3.6 Conduct at least one clinical supervision cycle including pre-observation,
classroom observation(s) and post-observation session with teacher.
Narrative Description: Schedule, pre-conference, observe and conduct a postconference of one teacher using the Charlotte Danielson rubric. Through the process, make
not of strengths and areas of growth of the teacher. Discuss ratings with the administrator
and the rationale behind the ratings. Have a dialogue with the teacher about ratings and
growth plan.
Smart Goal: By April of 2015, I observe one teacher and follow the evaluation cycle in
order to understand the process of an evaluation and utilize the evaluation tool.
I.
COMPETENCY 1: ACCOUNTABILITY
drive the instructional force toward a common goal and focus. By doing so, he or
she is able to build a strong academic culture within the building.
Also, by being able to compare notes and ratings I was able to understand how the
evaluation tool is implemented and interpreted. While I have extensive experience
as an educator with the tool (due to being evaluated in Florida) this process allowed
me to consider the evidence that a principal must be able to collect in order to have
a complete picture of the lesson being observed.
III. Lessons Learned
Recently, a lot of emphasis has been placed on teacher evaluation and reform has
occurred in the way of legislation. This being said, it is more critical than ever to
carry out this process with an expansive knowledge of instructional practices that
are well-researched, meet the mission of the school, and align with the school
demographics as well as resources. If the principal is able to perform this job role
successfully, teacher and students will also be more successful.
Effective principals are principals that support their staff and are present within the
building. Providing teacher feedback is an essential component in meeting these
objectives. By implementing informal as well as formal observations throughout the
year, the principal is able to provide adequate and direct feedback. Doing this at
various times of the year provides consist feedback for the teacher to utilize in his
or her personal growth plan as well as multiple forms of documentation. Therefore,
as a principal I would make these observations a priority and provide specific and
concise feedback for teachers when conducting informal observations. Also, I would
keep a schedule of these interviews as well as notes on the interviews in order to
reference.
In addition to conducting the process of evaluations, I would seek out and provide
training for the various aspects of the evaluation tool. For new teachers, this may
focus on each portion of the rubric through the mentor process. For other teachers,
focusing on domain three may be the most beneficial. Ultimately, providing ongoing
professional development opportunities for instructional staff would enable teachers
to become more knowledgeable and successful.
Michigan Standards for Administration 3.1 states that Candidates understand and
can monitor and evaluate teacher instruction, school management and operational
systems. By being able to utilize the current tool that has been selected as one of
four possibilities by the State of Michigan, I have gained experience in completing
this process and being able to collect evidence to adequately conclude teacher
effectiveness. I am prepared to utilize this process as a meaningful tool for teacher
feedback and professional growth within and instructional setting.