Inservice eval tool
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The document outlines Alaska Gateway School District's process for developing an educator evaluation system. It discusses the goals of making the process streamlined, linked to a framework, supportive of improvement, and useful for professional development. The evaluation will include four performance standards: learning environment, planning, instructional delivery, and professionalism. Educators at a workshop will work in groups to determine proficiency indicators within the performance standards by reviewing examples from models like Danielson and Marzano. Their work will be entered into a shared Google folder.
Inservice eval tool
- 1. AGSD Evaluation Tool Building Our Model
- 2. Alaska Gateway School District Educator Evaluation System Information Sources Evaluation Components Required level of support Environment Planning Instruction Professionalism SLO’s Cultural Standards* *The four Cultural Standards for Educators must be incorporated into the evaluation process. • Observations: (In development) • Information from parent, students, etc… • Other information as determined by district Two valid, reliable measures of student performance Unsatisfactor y Basic Proficient Exemplary
- 3. Goals Streamlined - The process should be easily understandable for all, not so burdensome that it isn’t used effectively Linked –Observations, walkthroughs, lenses, etc. should be focused on indicators that link directly to our framework for usable data. Supportive – All aspects should lead to supportive discussions and next steps that improve practice. Useful for professional development – by school, district, or individual. Data should help us make informed decisions about what type of PD support is needed.
- 4. The Concept 4 Performance Standards 1. Learning Environment 2. Planning 3. Instructional Delivery 4. Professionalism These align as required by the State with the Alaska Professional Teaching Standards. They also align with State supported models such as Danielson and Marzano.
- 5. #1 Learning Environment Physical Space Climate Management Expanded Environments
- 6. #2 Instructional Planning Demonstrates knowledge of content and curriculum Demonstrates knowledge of student needs and interests Incorporates strategies/resources for best practices Plans for long term and short term
- 7. #3 Instructional Delivery Makes connections to establish relevance Uses a variety of strategies and resources Promotes critical thinking, collaboration, and self-directed learning Assessments guide instruction
- 8. #4 Professionalism Professionalism toward students, school, community, and the profession Professionalism in learning communities and networks Professional Development Professional attitudes regarding State, district and school policies, procedures, and regulations
- 9. Streamlining Our Work We will share the Google Folder “AGSD Teacher Evaluation Model”. Send me an email with or from your email account you use for your Google account (the one you use to share Google Docs) - tracie.weisz@gmail.com I’ll share the folder with you (be patient! This may take a few minutes). The folder contains 9 items. You will be using the first 8 in your work this morning. The last one is for the afternoon workshop.
- 10. Our Work Today GOAL: We need to determine what our proficiency indicators will be within our 4 Performance Standards OUTCOME: In your Performance Standard Worksheet in your Google Doc, enter in the indicators your group has chosen that fit within the Supporting Categories.
- 11. Our Work Today GOAL: We need to determine what our indicators will be within our 4 Performance Areas TASK: Your group will focus on one of the Performance Standards. You will be provided with a list of related indicators taken from EED-approved sources including; the Alaska Professional Teacher Standards, the Charlotte Danielson model, the Marzano model, and the CEL 5D+ (Washington State). Included are also the California Professional Teacher Standards, as these are utilized by the Alaska Mentor Project and are familiar to many new teachers. Your group will discuss the Performance Standard and its Supporting Categories, review the provided indicators, and begin to choose (adapt and re-word as necessary) indicators that clearly establish proficient-level teaching behaviors that align with the Supporting Categories given for that Performance Standard.
- 12. Specifics: Each group has been provided with the following: A Performance Standard and its 4 Supporting Categories A list of aligned indicators and sources Copies of Charlotte Danielson and Marzano models to look at as examples for how proficiency indicators are written Access to Google Docs folder for your group in which you can enter your group’s work