Peer intervisitation serves as a formative
tool for teacher growth.
- Acknowledging the usefulness of student voice and surveys as
a tool for teacher growth and development.
In this way, the protocol is
a tool for teacher growth.
Not exact matches
In the first four chapters I will highlight the conceptual
tools from traditional therapies that I have found useful
for facilitating
growth in the lives of those with whom I have worked as coun - selor, therapist,
growth - group facilitator, and
teacher.
While suitable
for intimate partners, this practice allows everyone to explore interpersonal dynamics in ways that nurture all of our relationships — making it a powerful
tool for teachers and counselors, corporate groups, parents and children, and all individuals seeking personal
growth.
How to Get Better What will it take
for teacher evaluations to become a meaningful
tool for professional
growth?
It's an ongoing coaching
tool for self - assessment, peer coaching, and
teacher support of the quality of work and the areas
for growth.
Yet, some school leaders are finding creative ways to give
teachers and themselves more time
for year - round professional
growth and
for adapting to new
tools and techniques.
First, VAMs can be used as professional development
tools, helping
teachers target areas
for growth.
My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and
tools that educators can use to best preserve and promote moral and ethical
growth in the students they teach; and refining the leadership and research skills necessary to further my role as a
teacher leader and reformer
for the future.
In addition to regularly assessing student performance, Sherman Oaks utilizes a
tool (the California Standards
for the Teaching Profession) to help
teachers self - assess their own
growth over the course of a year as a result of the school's staff development efforts.
Specifically, we've called
for giving
teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student
growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter:
Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter:
Tools & Info You Need Now — November 16, 2017 Opportunity Culture
Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differe
for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts
for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differe
for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning
Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future
for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differe
for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free
Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher
Growth,
Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great
Teachers» Reach — October 5, 2016 Doubled Odds of Higher
Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas
for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differe
for ESSA Excellence: Four Opportunities
for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differe
for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies
for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differe
for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered
Teacher - Leaders:
Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differe
for Principals — June 9, 2016 What 4 Pioneering
Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great
Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision
For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differe
For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use
Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
The suite includes our Power Walkthrough software
for collecting and sharing classroom observation data; a Survey component
for gathering feedback from
teachers, parents, and students; a Reflection
tool that helps
teachers develop SMART goals and track their own
growth; and a Coaching component that provides
tools for enhancing coaching conversations and helping
teachers be the best they can be.
As full implementation of both the
teacher and principal evaluation systems looms
for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and
teachers have a viable curriculum based on the Common Core Standards; valid and reliable assessment
tools to measure
growth in every subject area (tested and nontested); and time to work in professional teams to set
growth targets, analyze data, and provide the appropriate instructional interventions
for every student.
This initial study indicates that there may be promise
for Twitter chats as a medium when used as a professional development
tool for preservice
teacher educators and
for those interested in professional
growth throughout
teachers» careers.
During a four - day training series, our team and partners from the University of Washington facilitated the roll out of, and provided support
for, a newly adopted
growth and evaluation
tool for teacher candidates called the 5D + Rubric.
iObservation provides the
tools that help
teachers achieve focus
for incremental professional
growth to make a profound impact on student achievement gains.
The result was more than two years worth of academic
growth for 100 percent of my students within the course of a single school year, as measured by NWEA»S Measures of Academic Progress (MAP) assessment, a computer adaptive interim assessment
tool that
teachers can use to evaluate student learning
growth periodically throughout the school year.
Based on the work of Douglas Fisher and Nancy Frey, FIT Teaching ™ is both a
tool for teachers to ensure success
for every learner, as well as a resource
for supervisors to conduct successful observations and evaluations that support instructional
growth.
The FastBridge Group Screening Report by grade level and by
teacher, the Group
Growth Report by grade level and by
teacher, and individual student progress monitoring graphs are key
tools for leaders to make sense of this year's data and map a course
for next year.
Their recommendations center on reimagining
teacher evaluations as an equitable
tool that promotes collaboration and
growth for teachers.
SGP data are another
tool that
teachers can use to monitor group
growth and focus resources where needed to improve outcomes
for all students.
Educators from 11 states explored these questions through two intense days of learning at the University of Washington Center
for Educational Leadership's 2014 Summer Leadership Institute, «Feedback
for Teacher Growth:
Tools and Processes to Support
Teacher Evaluation.»
This calendar is an organizational
tool for the leadership team and staff, captures the work that supports student achievement efforts and
teacher growth, and highlights meaningful connections to keep the focus on teaching and learning.
Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead
Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and
Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved
tools and matrices to assess faculty adherence and fidelity to efficacy and
growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of
Teacher Residency to support and inform MWA
Teacher Residents with the necessary entry - level skills expected of MWA
teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
teachers; this includes working with and supporting the Mentor
Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
Teachers assigned to
Teacher Residents Supervise and support New
Teacher Induction Program Mentor
teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
teachers towards helping new - to - the - profession
teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
teachers in «clearing» their credential and meeting state mandates
for certification; this includes support
for all intern
teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board
teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members
Drew Furedi, formerly the executive director of Los Angeles Unified's talent management division and now its executive director of human capital initiatives, said the piloted changes focus on evaluation as «a
growth and development
tool rather than a punitive
tool,» which will tie results to «aligned, targeted, professional development opportunities
for teachers.»
Use a
tool to observe
teachers using strategic formative assessment techniques to provide feedback
for growth
The two - day Summer Leadership Institute, «Feedback
for Teacher Growth: Tools and Processes to Support Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student le
Teacher Growth: Tools and Processes to Support Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student lea
Growth:
Tools and Processes to Support
Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student le
Teacher Evaluation,» helped participants to learn the skills
for giving feedback and to create a culture that results in effective
teacher evaluations centered on growth of teacher practice and improvement of student le
teacher evaluations centered on
growth of teacher practice and improvement of student lea
growth of
teacher practice and improvement of student le
teacher practice and improvement of student learning.
To facilitate such examination, this brief reviews credible research exploring: the feasibility of combining formative assessment (a basis
for professional
growth) and summative assessment (a basis
for high - stakes decisions like dismissal); the various
tools that might be used to gather evidence of
teacher effectiveness; and the various stakeholders who might play a role in a
teacher assessment system.
«Our
teachers needed more robust assessment
tools and data to be able to identify and close learning gaps
for underperformers and to make sure that every student, at every level, achieves measurable
growth throughout the school year.
Advocates
for this shift cited research showing the importance of
teacher quality, though critics argued that measuring student
growth at the school level was a fairer and more reliable way to use the statistical
tools.
While many
teachers have not had access to
tools and aggregated student data to support differentiation, the most modern
tools give
teachers easy - to - use
teacher dashboards
for their classes, so that they can evaluate student
growth daily and decide what actions to take to personalize
for their students.
We looked to education research and also to experts in the field to develop
tools that could be used within schools and districts
for teacher and student
growth.
Based on the best - selling ASCD books Building
Teachers» Capacity for Success and Teach, Reflect, Learn, this institute will provide participants with the tools, strategies, language, and mindset to support all teachers» growth as reflective practi
Teachers» Capacity
for Success and Teach, Reflect, Learn, this institute will provide participants with the
tools, strategies, language, and mindset to support all
teachers» growth as reflective practi
teachers»
growth as reflective practitioners.
If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on observational systems» potentials here; see the Review of Article # 5 — on
teachers» perceptions of observations and student
growth here; see the Review of Article (Essay) # 6 — on VAMs as
tools for «egg - crate» schools here; see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based assessment of VAMs» potentials here and Part II on «a modest solution» provided to us by Linda Darling - Hammond here.
The integration of technology in teaching is still challenging
for most
teachers, even though there has been a historical
growth of Internet access and available educational technology
tools in schools.
If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on observational systems» potentials here; see the Review of Article # 5 — on
teachers» perceptions of observations and student
growth here; see the Review of Article (Essay) # 6 — on VAMs as
tools for «egg - crate» schools here; and see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based assessment of VAMs» potentials here.
Our research work shows that these frames are powerful
tools for driving both
teacher and student
growth.
Additionally,
teachers form networks using digital
tools and social media
for greater
growth.
The primary goal of using these
tools is to help
teachers reflect on their practice and reveal areas
for their professional
growth.
So, how do we support
teachers and provide them with the
tools needed
for their professional
growth?
The electronic
tools facilitated the collection of focused classroom data, made it possible to immediately share those data with
teachers, and created a data base
for analysis of data at the classroom, grade - level, subject area, and school - level which could then be used to plan professional
growth for individual
teachers, grade - levels, subject areas, as well as setting annual school goals (eObservations).
Opportunities
for growth in middle and high school math There are a plethora of math
tools available, yet very few are fully meeting students» and
teachers» needs.
This workshop, directly aligned to the Danielson Framework
for Teaching and other evaluation
tools, can be self - directed by a
teacher or groups of
teachers or can also be used to help an administrator provide specific, individualized professional learning based on an individual
teacher's particular
growth needs.
For teachers, assessment can feel like something imposed on them rather than a
tool to support student learning and
growth.
Efficiency
Tools — iObservation helps busy principals manage the
teacher evaluation process so that they can focus on meaningful feedback
for professional
growth.
While version 2 of the 5D + Rubric is a sound and complete evaluation and
growth tool, the new version 3 is clearer, more concise and easier to use
for teachers and principals.
MASSP, in partnership with the University of Washington Center
for Educational Leadership, offers school districts a two - day Feedback Institute, «Feedback
for Teacher Growth:
Tools and Processes to Support
Teacher Evaluation.»
This action
tool is valuable not only
for student development but also
for school improvement planning and
teacher professional
growth.