Layne is a principal willing to make changes to his supervisory practices within the context of
his district evaluation procedures.
Not exact matches
The plan, which was tested in 24 North Carolina
districts last year, outlines 33 standards for teachers and 41 for principals that must be used in the
evaluation procedures...
NCTQ does note that L.A. Unified's
evaluation procedures do follow the letter of state law, but argues that the
district hasn't made the
evaluations more - thorough and of better use for teachers and principals alike, even though state law does allow the
district to do so.
If a more experienced teacher has become ineffective, there is an
evaluation procedure and remediation process in the contract the
district has negotiated in good faith with its local teachers union.
Will you ever address the embarrassing subjective teacher
evaluation procedure in most US school
districts today.
Findings from literature reviews, case studies, and program
evaluations suggest that
districts should align recruitment, selection, and hiring
procedures to a set of research - based leadership performance standards or competencies.
Research shows that career pathways can improve teacher
evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school
districts in places such as New York City, the
District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter sc
District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area
district and charter sc
district and charter schools.15
1) Discuss
procedures in place to complete
evaluation process throughout
district Refer to Finishing Strong document.
Union officials said hundreds of tenured teachers have been removed from their positions and the school
district is using the law to circumvent established
procedures for dismissing many educators with good
evaluations.
The primary role of the DEAC is to oversee and guide the planning and implementation of the school
district board of education's
evaluation policies and
procedures (for both teachers and principals), whereas the School Improvement Panel (ScIP) provides leadership at the school level not only for the implementation of the
district's teacher
evaluation policies and
procedures, but also mentoring and professional development supports for teachers.
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the
district or
districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the
district or
districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii)
procedures for
evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
To probe these questions, The Wallace Foundation in 2011 launched a five - year, $ 75 million initiative to help six large
districts build stronger principal pipelines by (1) creating clear job requirements detailing what principals and assistant principals must know and do, (2) ensuring high - quality training for aspiring leaders, (3) developing more selective hiring
procedures, and (4) using well - crafted
evaluations to identify the needs of principals and ongoing support to address them.79 Over the life of the initiative, it is expected that participating
districts will have filled at least two - thirds of their principal slots with graduates of high - quality training programs - enough to enable independent researchers to gather meaningful evidence on whether and how better leadership can transform the academic fortunes of children.
State policies vary, but Wisconsin's Teacher
Evaluation Process Manual defines professionalism as: «The teacher consistently fulfilling
district mandates regarding policies and
procedures.»
Most important, the research finds that it is possible for
districts to put in place the four key parts of a strong principal pipeline: apt standards for principals, high - quality pre-service training, rigorous hiring
procedures, and tightly aligned on - the - job performance
evaluation and support.