Newark, New Jersey,
superintendent Cami Anderson (see «Newark's Superintendent Rolls Up Her Sleeves and Gets to Work,» features, Winter 2013) recalls that when she served as area superintendent for New York City's alternative schools and programs, the district had two «conventional wisdoms» when it came to evaluating guidance counselors and social workers: «The first was you'd be violating student confidentiality if you observed guidance counselors or social workers interacting with kids one - on - one, and the second was, if you weren't licensed as a clinical supervisor, you didn't have the authority to evaluate or document performance for these
superintendent Cami Anderson (see «Newark's
Superintendent Rolls Up Her Sleeves and Gets to Work,» features, Winter 2013) recalls that when she served as area superintendent for New York City's alternative schools and programs, the district had two «conventional wisdoms» when it came to evaluating guidance counselors and social workers: «The first was you'd be violating student confidentiality if you observed guidance counselors or social workers interacting with kids one - on - one, and the second was, if you weren't licensed as a clinical supervisor, you didn't have the authority to evaluate or document performance for these
Superintendent Rolls Up Her Sleeves and Gets to Work,» features, Winter 2013) recalls that when she served
as area
superintendent for New York City's alternative schools and programs, the district had two «conventional wisdoms» when it came to evaluating guidance counselors and social workers: «The first was you'd be violating student confidentiality if you observed guidance counselors or social workers interacting with kids one - on - one, and the second was, if you weren't licensed as a clinical supervisor, you didn't have the authority to evaluate or document performance for these
superintendent for New York City's alternative schools and programs, the district had two «conventional wisdoms» when it came to evaluating guidance counselors and social workers: «The first was you'd be violating student confidentiality if you
observed guidance counselors or social workers interacting with kids one - on - one, and the second was, if you weren't licensed
as a clinical supervisor, you didn't have the authority to evaluate or document performance for these people.»
However, with all the evidence that coaching is the one type of professional development that actually brings change in practice, it has been interesting to
observe that it is not yet the norm among district leaders, such
as superintendents and chief academic officers, to have worked with an executive coach.
As the American Federation of Teachers observes, «Superintendents, principals, parents, students and the teachers have spoken out against a system that is so rife with errors that in some districts as many as 60 percent of evaluations were incorrec
As the American Federation of Teachers
observes, «
Superintendents, principals, parents, students and the teachers have spoken out against a system that is so rife with errors that in some districts
as many as 60 percent of evaluations were incorrec
as many
as 60 percent of evaluations were incorrec
as 60 percent of evaluations were incorrect.