1. SCHOOL WIDE IMPROVEMENT PLAN SCHOOL WIDE DISCIPLINE
In the Name of God, Most Gracious, Most Merciful   NEW ENGLAND COUNCIL OF ISLAMIC SCHOOL ADMINISTRATIVE DEVELOPMENT
SCHOOL WIDE IMPROVEMENT PLAN
SCHOOL WIDE DISCIPLINE
BUILDING A DREAM TEAM
TEACHER EVALUATIONS

2. AGENDA 9:00 – 10:00 OPENING SESSION
9:00 – 10:00 OPENING SESSION
SESSION I: 10:00—11:30 SCHOOL WIDE IMPROVEMENT PLAN
Forming a Team
Quality Indicators
Determining Priorities
Drafting the Plan
Evaluating the Plan 
SESSION II: 11:30--1:00 SCHOOL WIDE DISCIPLINE
Introduction & Definitions
Seven Steps Of Establishing School wide Discipline
Classroom Management
Tips For Teachers
1:00—2:00 LUNCH & ZUHR PRAYER
SESSION III: 2:00—3:30 BUILDING A DREAM TEAM
Seven Qualities of Effective Teachers
Unique Qualities of The Islamic School Teacher
30 Teaching Tips
SESSION IV: 3:30—4:45 TEACHER EVALUATIONS
Setting the Expectations
Informal/Formal Observations
Pre & Post-Observation Conferences
Goal setting and Goal Assessment
Portfolio Assessment
4:45—5:00 CLOSING SESSION Q/A

3. SESSION I SCHOOL WIDE IMPROVEMENT PLAN

4. SCHOOL IMPROVEMENT
All schools want their students to succeed. But schools can only make a lasting difference when they focus on specific goals and strategies for change.
School improvement planning is a process through which schools set goals for improvement, and make decisions about how and when these goals will be achieved.
The ultimate objective of the process is to improve student achievement by improving the way the curriculum is delivered, by creating a positive environment for learning, by developing teachers, by improving board and principal leadership, by increasing the parent involvement.

5. WHAT IS A SCHOOL IMPROVEMENT PLAN?
A school improvement plan is a road map that sets out changes a school needs to make to improve the level of achievements.
School improvement planning is a process through which schools set goals for improvement, and make decisions about how and when these goals will be achieved.
Continuous improvement is a key to excellence. It is a process which starts by defining and setting standards, and then evaluating the school according to those set standards.

6. STEP ONE FORM A SCHOOL IMPROVEMENT TEAM
The School Improvement Team will develop a School Improvement Plan which has seven steps: Step 1: Form a School Improvement Team Step 2: Collect and review data, and identify concerns Step 3: Agree on priorities Step 4: Form committees Step 5: Draft the plan Step 6: Implement the plan Step 7: Monitor, Evaluate & Renew the plan

7. SCHOOL WIDE IMPROVEMENT PLAN
Step 1
Form a School Improvement team
Step 2
Gather Data & Define the areas of Improvement
Step 3
Agree on
Priorities
Step 4
Form Committees
Step 5
Draft the Plan
Step 6
Implement the Plan
Step 7
Monitor and Evaluate the Plan

8. WHO SHOULD BE ON THE SCHOOL IMPROVEMENT TEAM?
A school improvement team should be a small but representative group:
Board representatives
Principal
Teachers representatives
Parent representatives
Community representatives

9. SCHOOL IMPROVEMENT PLAN GUIDELINES
School Improvement Plan should focus in following four areas:
Mission driven: Focusing on mission and serving families and students within the stated mission
Data driven: Using good data and evidence for rigorous and accurate assessment
Results oriented: Working toward expected results and desired organizational outcomes.
Action oriented: Producing School Improvement Plan with action items and measurable goals.

10. STEP TWO COLLECT AND REVIEW DATA AND DEFINE THE AREAS OF IMPROVEMENT
The principal must ensure that the planning team has the necessary information to identify which areas of the school is most in need of improvement. Schools are complex organizations, in which no single element guarantees success. Rather, there are different interrelated elements that contribute to the quality of schools. Research identifies ten components which contribute to the success of the schools and data is organized in ten categories corresponding to the Characteristics of Successful Schools.

11. Governance of the school Leadership Teaching Quality Curriculum
Based on evidence
from across America, there are several common
components to successful schools.
WHAT ARE THE CHARACTERISTICS
OF QUALITY SCHOOLS?
Clarity of vision
Governance of the school
Leadership
Teaching Quality
Curriculum
Culture of High expectations
Parent Involvement
Financial Stability
Safety and Discipline
Accountability System

12. of the school are clearly stated,
1. CLARITY OF VISION
The board and the the principal jointly creates, articulates, and guards the mission, vision, philosophy, goals, belief and value system of the school that is shared and supported by the community.
The mission and vision
of the school are clearly stated,
effectively communicated to staff, parents,
students & community members.

13. 2. GOVERNANCE “The board is responsible for creating the future, not
minding the shop.“
John Carver
Establishing and Guarding the School’s Mission
Board Management
Selecting, Supporting and Evaluating the Principal
Financial Management
Strategic Planning
Policy Making
Legal Obligations
Monitoring
Accountability
Advocacy & Public relations

14. 3. LEADERSHIP: PRINCIPAL Successful schools have strong principals
1. Principal as the Inspirational and Spiritual Leader
2. Principal as a Visionary Leader
3. Principal as an Instructional Leader
4. Principal as a Manager, Managing the Organization
5. Principal as a Manager, Managing Finance
6. Principal as a Manager, Managing Facility
7. Principal as a Manager, Managing People
8. Principal as a Manager, Managing Self
9. Principal as a Builder, Building an Culture
10. Principal as a Builder, Building Community

15. 4. QUALIFIED TEACHERS
The quality school employs the best possible qualified, competent teachers to offer the best possible educational opportunities to the students.
In order for children to learn at high levels, they must have continual access to highly effective, caring teachers who meet high state standards.
Well prepared
Experienced
Role-modeling
Instructional Strategies
Classroom Management
Professionalism
Relationships
Professional Growth

16. 5. STRONG CURRICULUM A quality school offers strong and varied curriculum aligned with Islamic thinking school’s mission and philosophy. The school develops and publishes curriculum guide to define curriculum goals and expectations and clarify what students learn in each grade level to the school community.

17. 6. CULTURE OF HIGH EXPECTATIONS Successful schools are staffed by principals and teachers who expect every child to learn at high levels. Shared, rigorous expectations drive student achievement.

18. 7. PARENT INVOLVEMENT
Successful schools assertively involve parents in the life of the school, making it possible for parents to support the learning process, influence decisions, and make choices about the children’s education.
The quality school has a community building events and activities, parent-school partnership plans and an effective PTO.
Communication between the parents and
the school is two ways, clear and effective

19. 8. FINANCIAL STABILITY
The board is accountable for the financial stability of the school.
The board ensures that there are adequate amount of financial resources to implement the stated mission, vision and strategic goals of the school.
The board treasurer or the finance committee chair ensures that the school practices sound financial management.
The board treasurer or the finance committee chair ensures that the board receives financial reports in a timely manner.
The board develops financial policies to ensure sound financial practices.
The board monitors the school’s financial practices and its compliance with financial policies.

20. 9. SAFETY & DISCIPLINE
Successful Schools provide a safe, well disciplined, and caring environment for student learning.
They understand that unless students and teachers feel safe and secure, high achievement is not possible. They develop:
Crises Management & Emergency Plan
School-wide Discipline Plan
Conflict Resolution Plan

21. 10. ACCOUNTABILITY Achieving excellence is an ongoing process and an
unfinished business.
Define success: The first step in this long journey is
to define success and agree on this definition. This
requires the efforts of all that are involved with
the school (board, administration, teachers, staff, parents
and students)
Setting Standards: Successful schools set high standards
that are well known to students, parents, and teachers.
Measurable Goals, Objectives, Strategies: After all the
stakeholders agree on what excellence looks like, then the
next step is to set measurable goals, objectives and
strategies
Evaluating the School According to the Set Standards:
Every aspect of the school will be evaluated periodically
using the agreed upon standards

22. STEP THREE AGREE ON PRIORITIES
In this step, the School Improvement Team prioritize the areas of concerns that will be addressed in the improvement plan.
The goal in this step is to choose a few of the most pressing concerns that will be the focus of the improvement plan.
Concerns that are not designated as a priority for immediate improvement are retained within the program so that they can be addressed at a later date.

23. STEP FOUR FORM COMMITTEES
Once the school has set its priorities for improvement, task forces or committees can be formed and they can start working: 1.___________________ 2.___________________ 3.___________________ 4.___________________ 5.___________________

24. STEP FIVE DRAFT A SCHOOL IMPROVEMENT PLAN
School improvement team will decide who will write the plan. The writer captures and crafts the group’s ideas.
School improvement team needs to plan for the review process. The final approval comes from the board.
The committees work independently and they draft their action Items. The Action Items will outline the following points:
Goals
Identify Strategies
Target Date
Responsibility
Progress

25. SCHOOL IMPROVEMENT Plan
Action items : Outline the specific tasks that need to be accomplished to achieve the goal within the school improvement plan.
Goals: The development of goals is a key step in effective school wide improvement plan. Goals can be defined as a written target of where an organization wants to be within a specific time frame. (SMART Goals)
Responsibilities: Identify who (e.g., staff, board, committee or others) will be held responsible for accomplishing the task.
Resources: Identify the resources needed to accomplish the action items.
Target Date: Include exact dates (months and year) by when each task should be completed.
Progress: Measure achievements against quantifiable objectives.

26. SCHOOL IMPROVEMENT PLAN FINANCE COMMITTEE
GOAL #1:
STRATEGIES
RESPONSIBILITY
RESOURCES
TARGET DATE
PROGRESS
STRATEGY #1:
STRATEGY #2:
STRATEGY #3:
STRATEGY #4:
STRATEGY #5:

27. SETTING SMART GOALS
Specific: The more specific the goal is, the more likely the organization is to achieve it.
Measurable: There must be a way to determine whether or not the organization is making progress toward the goal, and there needs to be a way to clearly define the moment when the goal is achieved.
Attainable: Achievable within the time prescribed and with existing resources and constrains.
Results-oriented: Focused on outcomes and short term achievements to gain longer term goals.
Time specific: A time frame for completion is established. Tying to set a goal with a deadline is critical. Goal achievement is usually based on a specific time frame, and accountability for achieving the goal is significantly enhanced when it is linked to a deadline.

28. IDENTIFY STRATEGIES
The strategies are systemic changes that your team will implement to reach your improvement goal.
In this step, the School Improvement Team to identify the strategies to reach each goal.

29. STEP SIX IMPLEMENT THE SCHOOL IMPROVEMENT PLAN
Schools should ensure that the school improvement plan is implemented effectively and planning documents must be merged to an annual plan. The following points need to be considered for implementing the school improvement plan:
Design an implementation plan.
Align the school’s operation to the school improvement plan.
Empower the people who execute the plan.
Allocate resources effectively, putting money where the future is.
Turn strategic priority issues into assigned, measurable action plans.
Embed departmental planning.
Develop an accountability system.

30. STEP SEVEN MONITOR, EVALUATE & RENEW
To ensure that the improvement plan is having the desired effect, the School Improvement Team will establish evaluation criteria for each improvement goal, as well as for each strategy:
Establish formal annual assessment of the school wide improvement plan.
Make sure the school improvement plan is directing every action of the organization.
Revitalizing the planning process and entering a new cycle of planning.

31. SESSION II SCHOOL WIDE DISCIPLINE
SESSION I INTRODUCTION & DEFINITIONS SESSION II SEVEN STEPS OF ESTABLISHING SCHOOL WIDE DISCIPLINE SESSION III CLASSROOM MANAGEMENT SESSION IV TIPS FOR TEACHERS

32. WHAT ARE THE IMPORTANT FACTORS CONTRIBUTING TO STUDENT LEARNING?
Herbert Walberg (1986) stated that three factors contribute to student success and learning:
Student Aptitude
Teacher Instruction
School Environment

33. THREE IMPORTANT ELEMENTS OF SCHOOL ENVIRONMENT
Discipline
2. School wide Discipline
3. Classroom Management

34. THE GOAL OF DISCIPLINE
The goal of discipline is replacing unacceptable behavior with acceptable behavior. The ultimate goal of discipline is building self-discipline in children.

35. WHAT IS SCHOOL WIDE DISCIPLINE?
An entire school, with everyone working together, to teach a child expectations and procedures and to develop a positive climate.
Total school discipline is not by chance or luck. It is planned and acquired.

36. THE GOAL OF SCHOOL WIDE DISCIPLINE
The goal of school wide discipline is school wide consistency.
School wide discipline is more general than classroom management. Examples:
All students are to follow uniform guidelines.
Students are expected to maintain a respectful demeanor with adults.
Students are expected to show respect for school property.

37. SCHOOL WIDE DISCIPLINE / SCHOOL WIDE DISCIPLINE
CLASSROOM MANAGEMENT
CLASSROOM
MANAGEMENT
CLASSROOM
MANAGEMENT
CLASSROOM
MANAGEMENT
CLASSROOM
MANAGEMENT
CLASSROOM
MANAGEMENT
CLASSROOM
MANAGEMENT
CLASSROOM
MANAGEMENT
CLASSROOM
MANAGEMENT
CLASSROOM
MANAGEMENT
SCHOOL WIDE DISCIPLINE

38. WHAT IS CLASSROOM MANAGEMENT?
A classroom management is a practice which will minimize classroom disturbances and maximize learning.
A classroom management plan supports the school wide discipline plan.
Education cannot exist in the classroom unless order and discipline are present.

39. THE GOAL OF CLASSROOM MANAGEMENT
The goal of classroom management is to create an environment where learning proceeds without interruption.
Classroom rules are more specific than school wide discipline:
Follow the classroom rules.
Follow directions.
Stay in your seat unless you have permission to get up.
Keep hands, feet, and other objects to yourself.

40. OBEDIENCE MODEL vs. RESPONSIBILITY MODEL
Authority figures
External Control
Fear of getting caught
Detached
Self-discipline
Internal Control
Desire to do the right thing
Involved

41. SEVEN STEPS OF ESTABLISHING SCHOOL WIDE DISCIPLINE
STEP 1 DISCIPLINE
COMMITTEE
STEP 6
COMMITMENT
TO DISCIPLINE PLAN
STEP 7
MONITOR &
EVALUATE THE PLAN
STEP 2
DISCIPLINE
PLAN
STEP 3
PROVIDE
TRAINING
STEP 4
RESOURCE
MATERIALS
STEP 5
CLASSROOM MANAGEMENT PLAN
SEVEN STEPS OF ESTABLISHING
SCHOOL WIDE DISCIPLINE

42. SEVEN STEPS OF ESTABLISHING SCHOOL WIDE DISCIPLINE
Step 1: Create a “School wide Discipline Committee” Step 2: Establish the “School wide Discipline Plan” Step 3: Provide training to teachers, students and parents Step 4: Create and make available resource materials Step 5: Assist teachers in establishing their “Classroom Management Plan” Step 6: Require everyone to commit to the School wide Discipline Plan Step 7: Monitor and evaluate the

43. STEP 1 ESTABLISH A SCHOOL WIDE DISCIPLINE COMMITTEE
Teamwork of all adults is critical to establish a positive school environment.
Principal
Teachers
Students
Parents
All adults that are in charge

44. CREATE A SCHOOL WIDE DISCIPLINE COMMITTEE
STUDENTS
TEACHERS
PARENTS
BOARD
PRINCIPAL
SUPPORT
STAFF

45. THE PARENTS’ RESPONSIBILITIES
Reviewing school rules with students.
Cooperating with school staff in enforcing the school’s disciplinary measures.
Reinforcing appropriate behavior of students at home.
Developing an interest in the student’s academic and school related activities.

46. THE STUDENTS’RESPONSIBILITIES
Behaving in the school and the classroom in a manner that does not disturb or interfere with the rights of others.
Respecting the authority of teachers, administration and other school personnel to enforce school rules.
Using and caring for school property.

47. THE TEACHERS’ RESPONSIBILITIES
Establishing “classroom rules, consequences and rewards” and a classroom management atmosphere.
Assisting in the development and enforcement of school rules.
Communicating with parents and students regarding students‘ performance.

48. THE ADMINISTRATION’S RESPONSIBILITIES
Enforcing the discipline policies within the existing school policies and state and federal laws.
Supporting teachers by holding conferences with disruptive students and, when necessary, with their parents to obtain commitments to improve behavior.
Advising students and parents of possible consequences for continued violation.
Ensuring that the due process rights of students are observed.

49. STEP 2 ESTABLISH SCHOOL WIDE DISCIPLINE PLAN
Create a common vision and understanding of positive school environment.
2. Establish a School wide Discipline Plan in order to address the following:
Discipline Philosophy
Goals and Objectives
Guidelines and Strategies
3. Get everyone’s commitment to the School wide Discipline Plan.
4. Monitor the School wide Discipline Plan.

50. STEP 3 PROVIDE TRAINING
The committee provides training and shares the School wide Discipline Plan with the teachers, students and parents.

51. STEP 4 CREATE DISCIPLINE RESOURCES
Establish needed discipline resources to promote consistency at the school:
Create a shared vision
Create guidelines
Create common language
Define expectations for behavior
Create forms and handbooks

52. STEP 5 CLASSROOM MANAGEMENT PLAN
Classroom is the nucleus.
Assist teachers to establish their “Classroom Management Plan.”
School wide discipline starts with classroom management.

53. STEP 6 REQUIRE EVERYONE TO COMMIT TO THE SCHOOL WIDE DISCIPLINE PLAN
There must be a strong commitment to the school wide discipline plan.
Everyone follows the rules and regulations.
When staff members bend the rules, students break the rules too.
Consistency in enforcement of the rules.

54. STEP 7 MONITOR AND EVALUATE THE SCHOOL WIDE DISCIPLINE PLAN
Regularly monitor the effectiveness of the School wide Discipline Plan.
Annually evaluate the plan and set new goals.

55. CHARACTERISTICS OF A WELL-MANAGED CLASSROOM
Students are deeply involved with their work, especially with academic, teacher-led instruction.
Students know what is expected of them and are generally successful.
There is relatively little wasted time, confusion, or disruption.
The climate of the classroom is work-oriented, but relaxed and pleasant.

56. THE CLASSROOM MANAGEMENT PLAN
The three components of classroom management:
Rules: A set of expectations for classroom behavior.
Consequences: Specific consequences for choosing not to follow the expectations.
Rewards: Positive incentives to reinforce behavior when students choose to follow the expectations.

57. CLASSROOM RULES
The most successful classes are those where the teacher has a clear idea of what is expected from the students, and the students know what the teacher expects from them.
Decide on classroom rules and write them down.
Communicate your expectations clearly to your students.
Ask students for their commitment.

58. SAMPLE CLASSROOM RULES
Limit the number of rules and state rules positively:
Follow directions.
Keep hands, feet and objects to yourself.
Use appropriate language at all times.
Raise your hand and wait for permission to speak.
Stay in your seat unless you have permission to do otherwise.

59. CONSEQUENCES
Rules are most effective when there are consequences to enforce them.
Students are disciplined in a progressive manner according to the seriousness of the offense and number of them:
Minor offenses
Major offenses
Severe offenses

60. CONSEQUENCES If you choose to break a rule:
FIRST TIME: Name on the board. Warning.
SECOND TIME: One check, 15 Min. after school
THIRD TIME: Two checks, 30 Min. after school
FOURTH TIME: Three checks, 45 Min. after school Parents called
FIFTH TIME: Four checks, 60 Min after school, students sent to office.
SEVERE: Student sent to office immediately.

61. DO NOT INTERRUPT INSTRUCTION WHEN GIVING OUT CONSEQUENCES
Print and laminate cards like the one you see below.
Place one on the misbehaving student’s desk.
THIS IS A WARNING
Your behavior is not acceptable
See me at the end of class
Mrs. Muhammad
THIS IS A WARNING
You need to be more polite
I’ll talk to you later
Mrs. Muhammad

62. REWARDS If you choose to follow the rules
Popcorn party
Ice cream party
Sticker/stamps
Letters home
Certificates
Free time
Treasure box
Fun box

63. TIPS FOR TEACHERS

64. STATEMENTS FROM TEACHERS:
“If you would give me good students, I could teach!”
“No wonder we have discipline problems, look at the lousy parents, staff members and administrators we have.”
“When I was young, kids had respect for authority.”
“I teach science/English, I don’t have time to teach kids how to behave.”

65. THE TEACHER’S ROLE
The teacher is responsible for organizing a well-managed classroom where students can learn in a task-oriented environment.
Teachers who develop skills in effective classroom management have classes in which students are on task and deeply involved with their academic work and misbehavior is rare.

66. TEACHER’S MISSION STATEMENT IN SCHOOL WIDE DISCIPLINE
To empower my students.
To impart self-esteem.
To be a positive role model.
To provide a safe and productive classroom atmosphere.
To accept and respect each student.

67. CHARACTERISTICS OF EFFECTIVE TEACHERS
Effective teachers are always ready:
Effective teachers have their room ready
Effective teachers have their work ready
Effective teachers have themselves ready

68. PLANNING FOR A SUCCESSFUL SCHOOL YEAR
Send a letter home to the parents before school begins.
Stand at the classroom door with a big smile and a ready handshake.
Prepare the seating assignment and first assignment.
Post the assignment daily in the same location.

69. EFFECTIVE TEACHERS EXPLAIN CLASSROOM PROCEDURES CLEARLY
What to do when the bell rings
What to do when a pencil breaks
What to do when the fire drill bell rings
What to do when you finish your work early
What to do when you have a question
What to do when you need to go to the restroom

70. 10 WAYS TO BUILD A POSITIVE RELATIONSHIP WITH STUDENTS
Treat everyone with dignity and respect
Develop effective relationships with students
If you need to discipline a student talk to student privately
Be consistent and fair
Be forgiving
Praise good behavior
Help student set goals for themselves
Catch kids being good
Focus on the positive
Inform/involve parents

71. 10 WAYS TO TAKE CHARGE
From the first class meeting onward, establish that you control the class.
Be prepared.
Keep high expectations.
Always have a smile on your face.
Call parents as soon as a problem arises.
Establish signals to help students learn to control themselves.
Always consider students’ short attention span.
Always keep students busy.
Stay on your feet and monitor.
Be clear that you expect your students do their work well and that you will help them learn to do it.

72. 10 DISCIPLINE TECHNIQUES TO AVOID
Making fun of students
Raising your voice and yelling
Comparing students
Throwing students out of class
Nagging
Being sarcastic
Embarrassing students
Losing your temper
Being a poor role model
Speaking negatively about a student in front of others

73. NEGATIVE MESSAGES Can you cooperate just once in a while?
Show me you have a brain and make a good choice for a change!
Would it be asking too much to get a little respect?
Is that the best you can do?
Try that again. I dare you.
There’s one jerk in every classroom.
That’s real bright
I knew I couldn’t count on you.

74. 10 STRATEGIES TO SEND FRIENDLY AND FIRM MESSAGES
Writing a reminder on the board
Saying a code word
Flicking the lights
Moving to a certain spot and waiting
Counting backwards from ten
Turning music on or off
Holding up a sign
Dropping a note
Not talking until they are quite
Holding your hand up and counting

75. 10 COMMON REASONS FOR STUDENT MISBEHAVIOR
They are having a conflict with a peer
They are excited about an upcoming event
They want your attention
They want the attention of their peers
They finished their work early
Their work is too hard or too easy
They are distracted
They don’t know the rules
They are bored
10. They don’t understand the lesson

76. SESSION III BUILDING A DREAM TEAM
SEVEN QUALITIES OF EFFECTIVE TEACHER
UNIQUE QUALITIES OF THE ISLAMIC SCHOOL TEACHER
30 TEACHING TIPS

77. In a completely rational society,
the best of us would aspire to be teachers
and the rest of us would have to settle for something less,
because passing civilizations along from one generation to
the next ought to be the highest honor and highest
responsibility anyone could have.
Lee Iacocca

78. I
SEVEN QUALITIES
OF EFFECTIVE TEACHERS

79. REMEMBER YOUR LEAST FAVORITE TEACHER AND WHAT CHARACTERISTICS HE/SHE HAD?
1.___________ 2.___________ 3.___________ 4.___________ 5.___________ 6.___________ 7.___________ 8.___________

80. Remember, by the very nature of your position, you will influence the lives of every student you teach. Whether that influence is a positive or a negative one, it will most certainly be a lasting one.

81. REMEMBER YOUR FAVORITE TEACHER AND WHAT CHARACTERISTICS HE/SHE HAD?
1._____________ 2._____________ 3._____________ 4._____________ 5._____________ 6._____________ 7._____________ 8._____________

82. “The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.”
William Arthur Ward

83. WE ASKED THE STUDENTS WHAT THE IDEAL TEACHER WOULD LOOK LIKE?
Students want teachers to be nice and smile often
Students want teachers to care about them
Students want teachers to be understanding
Students want teachers to help them when they are struggling
Students want teachers to be patient with them
Students want teachers to be fair and consistent
Students want teachers who actually like teaching
Students want teachers they can trust
Students want teachers who don’t scream at them
Students want teachers who actually get to know them
Students want teachers who believe in them
Students want teachers who make learning interesting
Students want teachers who don’t embarrass them in front of their peers
Students want teachers who challenge them to be their best
Students want teachers who help them succeed
Students want teachers who don’t give up on them

84. MY PROMISES TO MY STUDENTS
I promise to be nice and smile often.
I promise to care about each of you.
I promise to be understanding.
I promise to help you when you are struggling.
I promise to be patient with you.
I promise to be fair and consistent.
I promise to enjoy teaching you.
I promise to be trustworthy.
I promise never to scream at you.
I promise that I will get to know you.
I promise to believe in you.
I promise to make learning interesting and meaningful.
I promise that I will not embarrass you in front of your peers.
I promise that I will challenge you to be your very best.
I promise to do everything I can to help you succeed.
And I promise that, no matter what, I will never give up on you.

85. SEVEN QUALITIES OF EFFECTIVE TEACHERS
LESSON PLANNING
INSTRUCTIONAL EFFECTIVENESS
CLASSROOM MANAGEMENT & DISCIPLINE
STUDENT MANAGEMENT
HOME-SCHOOL PARTNERSHIP
POSITIVE RELATIONSHIPS
PROFESSIONALISM

86. SEVEN QUALITIES OF EFFECTIVE TEACHERS
These essential skills are seven areas of expertise in which teachers absolutely must excel to be effective.
These skills must be learned, practiced, improved and perfected.

87. 1. LESSON PLANNING

88. If I had eight hours to chop down a tree, I’d spend six sharpening my axe. Abraham Lincoln

89. EFFECTIVE TEACHERS PLAN EFFECTIVELY
Plans effectively and comprehensively.
Devises lesson plans that reflect state framework as well as sound professional pedagogy.
Writes and makes available lesson plans that are clear, and adhere to the approved format.
Writes lesson plans that are aligned with curriculum guides and school standards.
Demonstrates an awareness of how children learn and includes effective teaching strategies in lesson plans.
Plans activities that are appropriate for the developmental and academic level of the students.
Infuses basic skills, test-taking skills, technology, audio-visuals into plans.
Reflects an interdisciplinary approach to instructional delivery in the lesson plans.

90. LESSON PLANNING FORMAT
1. Objective / purpose: What the students will be learning
and why they will be learning
2. Anticipatory set: Establish a hook to stimulate students’ interest
3. Instructional input: Teach new skill
4. Modeling: Model the new skill
5. Guided practice: Practice the new skill with student
6. Assessment: Check for understanding
7. Closure: Review what has been learned

91. 2. INSTRUCTIONAL EFFECTIVENESS

92. Dear Teacher,
On Monday you gave me 20 words for Friday’s vocabulary test
I wrote the five times every night and I studied my very best
On Friday, I was well prepared to repeat them back to you
I got them all, word for word, as I was expected to do
But I have a confession to make to you-despite the grade I earned
Those words have left my memory now, no vocabulary have I learned
You see, I never used the words or spoke them in conversation
So I guess we both just wasted our time-what an awful revelation!
So next time, leave the lists alone; make me use the words
If you don’t, then I’ll soon lose them; they’ll fly away like birds
I want to keep whatever I learn; I want to deserve the grade I earn
I want to be smart and wise, but wisdom doesn’t come when I memorize!
I really want to learn, sp throw the lists and watch me grow!

93. THE PRINCIPLES OF LEARNING
Learning is developmental
We learn in different ways
We learn at different rates
We learn through interacting with one another
We learn through observing, doing and teaching
We learn more effectively when we have significant input into decisions about our learning
Learning is more effective when we are motivated
We learn best when the knowledge has meaning, relevance and practical application

94. 3. CLASSROOM MANAGEMENT & DISCIPLINE
The number one problem
is not discipline;
it is the lack of
procedures & routines!

95. THE DIFFERENCE BETWEEN RULES & PROCEDURES
A rule is something that regulates a serious student misbehavior: If it is broken, there must be a consequence every time.
A procedure is simply a way that you expect something to be done.

96. THINGS THAT TYPICALLY REQUIRE PROCEDURES
How to walk into the classroom
What to do when you enter the room
What to do when you need a pencil sharpened
How to ask permission to speak
How to walk to lunch
How to exit the classroom
What to do in case of a fire drill

97. ESTABLISHING PROCEDURES
Step 1: State the procedure and the importance of following it. Step 2: Model the procedure for the students. Show them exactly how you want it done. Step 3: Practice the procedure with the students. Step 4: Remind the students about the procedure right before they are expected to follow it. Then praise them when they do follow it. Step 5: If a student does not follow the procedure, provide more practice. Step 6: Remain consistent with the procedures

98. SIGNALS
Use a classroom signal for attention
Whatever signal you use -- be consistent!!!
GIVING DIRECTIONS
Plan your directions ahead of time
Use 3 step directions
Give directions immediately before activities
Get the attention of every student
Get feedback from students
Tell them and show them
Keep your voice low
Use signals for whole class response
Thumbs up = yes
Thumbs down = no
Fist = question or I don't know

99. 4. STUDENT MANAGEMENT

100. RAPPORT WITH STUDENTS Effective Teachers
Relates to students in a manner that promotes trust and mutual respect.
Shows interest in students, both individually and collectively.
Encourages and supports camaraderie among members of the class.
Serves as a counselor, confidante, advisor, mentor, and a guide.
Encourages open dialogue between students.
Displays optimism, confidence, and hope when interacting with students.
Encourages positive exchanges between students.
Strives to find qualities in each student that can be nurtured and celebrated.

101. SELF-ESTEEM Effective teachers:
Promotes student self-esteem and sensitivity to the feelings of others.
Recognizes and accepts student contributions, feelings, and ideas.
Maintains mutual respect with students.
Embraces the unique qualities of each student.
Encourages students to actively participate in class and interact positively with others.
Is sensitive to the emotional needs, family concerns of the students.
Remains nonjudgmental toward students.
Reinforces positive self-esteem in students.
Helps students develop self-confidence.
Demonstrates that each student is important and that their input matters.

102. MOTIVATING STUDENTS Effective teachers:
Introduces instructional techniques, projects, materials that stimulate interest.
Seeks ways in which to improve student achievement.
Sets high achievement standards.
Highlights student work that exemplifies (quality, growth, effort).
Displays student work during Open House, school/community events and/or in local newspapers, commercial establishments, libraries.
Praises students for their efforts and accomplishments.
Demonstrates the ability to motivate students.
Relates subject matter to real-world situations in order to promote a greater understanding of concepts.
Plans field trips, assemblies to enhance student enthusiasm.
Enters into partnerships with museums, science centers, libraries, corporations, institutions of higher learning, agencies to provide supplemental experiences.

103. 5. PARENT-TEACHER PARTNERSHIP

104. PARENT INVOLVEMENT Effective teachers:
Communicates frequently and effectively with parents.
Maintains an open line of communication with parents, community groups.
Regularly inform parents of student progress.
Communicates with parents through writing letters, telephoning, , attending meetings.
Helps parents recognize and understand the instructional methods by which their child learns.
Advise parents on setting up home-study areas for their child.
Studies cultural customs and expectations of parents.
Involves parents as volunteers, lecturers to assist in the classroom.
Establishes a partnership alliance with parents.

105. PARENT-SCHOOL PARTNERSHIP
SCHOOL + PARENTS = SUCCESS
Parent Involvement Better Students Better Community
When parents get involved in their child’s education:
Grades go up
Behavior improves

106. 6. BUILDING RELATIONSHIPS

107. RELATIONSHIP WITH THE ADMINISTRATION
Effective teachers:
Applies administrative suggestions in a timely and effective manner.
Remains open to administrative suggestions for professional improvement.
Performs duties in a manner consistent with administrative requests.
Works effectively with administrators in order to reach school objectives.
Maintains a positive rapport with the administrative staff.
Takes advantage of opportunities to collaborate with administrators regarding curriculum, materials, equipment, resources, physical plant, student discipline, mission, objectives, climate and special events.
Complies with administrative guidelines, policies, suggestions, requests.
Is responsive to administrative suggestions.
Understands and supports the administrators’ role in the school organization.
Implements constructive suggestions provided by administrators and/or supervisory personnel after conferences, observations, evaluations.

108. RELATIONSHIPS WITH COLLEAGUES
Effective teachers:
Cultivates a warm professional relationship with colleagues.
Establishes a sound rapport with agencies that interact with students, parents, and the school.
Assists with grade level, school, community projects.
Interacts with specialists, teacher assistants, aides, para-educators to enhance opportunities for student achievement.
Collaborates with support staff, specialists, ESL/bilingual staff in order to enhance student success.
Openly and honestly communicates with colleagues.
Maintains sound relationships with facilitators, substitute teachers, staff developers, aids, team/department leaders, administrators.
Willingly shares ideas, materials, expertise, responsibilities with colleagues.
Demonstrates a commitment to the goals, programs, and the agenda of the school. 

109. RELATIONSHIP WITH PARENTS & COMMUNITY
Effective parents:
Notifies parents frequently, often, weekly, monthly of their child’s progress.
Establishes a climate of mutual respect with parents, and the community.
Learns more about the various cultures represented in the school community.
Embraces the community in which the students live.
Learns about available community resources.
Engenders a parent-friendly atmosphere.
Uses , telephone, letter to communicate with parents.
Coordinates with social service agencies, public safety units, community groups, corporations to promote student-based initiatives.
Communicates good news, as well as concerns to parents.
Interacts with students and families through community involvement.

110. 7. PROFESSIONALISM

111. PROFESSIONALISM
If you consider yourself professional, then you have to appear professional at all times.
Dress such that your students will see you as a professional and that anyone you meet will instantly know you’re a professional.
Remain in control of your actions and reactions with students, no matter what.
Do not take student behavior personally.
You can be serious without being loud and losing control.
Always attack the problem; never attack the person.
Never stop growing professionally.
Do your best, be your best, and give your best every day that you teach.
Keep your students as your main focus. Make every decision based on what’s best for them, as opposed to what’s easiest for you.

112. PERSONAL HABITS Effective teachers:
Maintains a healthy sense of humor.
Maintains personal appearance and conduct, serving as a model for students.
Demonstrates (conscientiousness, reliability, energy, industriousness, professionalism).
Practices patience, empathy, consistency, fairness, firmness when dealing with students.
Is cooperative and helpful while performing duties.
Exhibits energy, enthusiasm while completing assignments.
Uses correct and expressive spoken and written language.
Remains open to change and to overcoming obstacles.
Maintains a professional demeanor.
Reflects on personal habits in light of accepted professional practices.

113. PROFESSIONAL DEVELOPMENT
Effective Teachers
Becomes a lifelong learner.
Observes alternative teaching practices by visiting out-of-district school sites, colleges, laboratory schools, charter schools.
Purchases or subscribes to professional journals, periodicals, book clubs to keep abreast of contemporary issues in education.
Upgrades teaching proficiencies using technology, laboratory projects, research, professional journals, related software, post-graduate courses, conferences/workshops.
Attends professional workshops, seminars, conventions, symposiums, in service sessions, continuing education courses to remain current with educational developments.
Enrolls in evening classes, weekend classes, summer institutes to further professional growth.
Networks with institutes of higher learning, teacher training centers, internet chat-rooms, professional groups, colleagues to enhance professional knowledge.

114. UNIQUE QUALITIES OF THE ISLAMIC SCHOOL TEACHERII
UNIQUE QUALITIES OF THE
ISLAMIC SCHOOL TEACHER

115. QUALITIES OF THE ISLAMIC SCHOOL TEACHER
In addition to the essential qualities of effective teachers the Islamic School teachers will be:
Mission driven & passionate: They consider teaching as their calling
A positive role model
Building Islamic personality, character and values
Helping students internalize values
Helping transform their students’ personalities
Helping to develop in students an Islamic thinking, consistent with Islamic philosophy of life and hereafter
Developing an appreciation of Islamic art, architecture, literature…

116. 1. MISSION DRIVEN & PASSIONATE
The Islamic school teacher is mission-driven, feeling a “call” to teach as well as a passion to help students learn and grow.

117. To be passionate teacher is to be someone in love with a field of knowledge, deeply stirred by issues and ideas that challenge our world, drawn to the dilemmas and potentials of the young people who come into class each day and captivated by all of these. Fried (1995, p.1)

118. 2. BEING AN EXAMPLARY ROLE-MODEL
Prophet Muhammad (pbuh) was a role-model
with his character and manners, conduct, speech, words,
wisdom, behavior and his management of affairs.
The Qur’an praises the Prophet Muhammad’s character:
"And verily, you (O Muhammad) are certainly of exalted character“
Qur’an 68:4
Prophet Muhammad was chosen by Allah to teach humanity His final message because of his noble personality.

119. BE A ROLE MODEL FOR YOUR STUDENTS
Good teachers must be good role models;
they must have good character and manners;
and they must practice what they preach.
“Children have never been good at listening
to their elders, but they have never
failed at imitating them.”
James Baldwin

120. ROLE-MODELING
It was my first faculty meeting, and several teachers were talking Talking while the principal spoke-gossiping and complaining And the the issue of students arose, and those teachers They said “Amen” to the issue of punishing students for talking “Send them to the principal, remove them from my class They’re interfering with the learning of the others who want to learn How dare they be so rude as to do the things they do! They’re embarrassing themselves, yet they do not have a clue They speak when I am speaking, they don’t do all their work They Obviously have no manners Well, as a new teacher, I did not say a word I just sat back and witnessed it all-the irony was absurd How can you expect your students to do things you won’t do? If you want your students to be respectful, shouldn’t it begin with you?

121. EXCELLENT CHARACTER

122. 3.BUILDING ISLAMIC PERSONALITY, CHARACTER AND VALUES
Effective teaching
is developing people;
by role-modeling values;
creating a value-based environment;
and providing a value-based education.
“To educate a man in mind and not in morals
is to educate a menace to society.”
Theodore Roosevelt

123. MODEL CHARACTER TRAITS
Empathy
Respect
Patience
Flexibility
Collegiality
Creativity
Problem-solving
Positive Attitude
Sense of Humor
High-expectations
Forgiveness-Amnesia
Care

124. 4. INTERNALIZING ISLAMIC VALUES
Islamizing the school environment with Islamic ethos
Islamic environment with dignity, compassion, critical thinking, brotherhood
Teaching children to look at the world from a Qur’anic paradigm
Strong knowledge base grounded in Qur’an
Strong Islamic identity that is source of pride
Teaching Islam with passion
Adult Role-Models who live Islam fully
Caring teachers who help students find their purpose in life

125. INTERNALIZING VALUES Through Different Techniques: Moral Dilemmas
Skits
Value based plays
Value based dramas
Role-playing
Discussion
Debates

126. MORAL DILEMMA Fatima’s Dilemma: To Tell or Not to Tell?
Fatima and Miriam were best friends. One day they went shopping together. Miriam tried on a sweater and then, to Fatima’s surprise, walked out of the store wearing the sweater under the coat. A moment later, store security officer stopped Fatima and demanded that she tell him the name of the girl who had walked out.
The storeowner said to Fatima, “Come on now, come clean. You could get into serious trouble if you don’t tell us your friend’s name.”
Should Fatima give Miriam's name to the storeowner?
Why or Why not?

127. STAGES OF MORAL REASONING IN RESPONSE TO FATIMA’S DILEMMA
Avoidance of punishment: Will I get in trouble?
Why should the innocent be criminalized?
Interpersonal Loyalty: What will people think of me?
Concern for social consequences: What if everybody
did it?
5. Respect the rights of every person?

128. 5. TRANSFORM STUDENTS PERSONALITIES
Islamic school teachers transform their students personalities through Holistic Approach:
Intellectual Growth
Social Growth
Moral Growth
Physical Growth
Spiritual Growth

129. SPIRITUAL GROWTH Spirituality is connectedness with Allah (swt).
Spiritual people have higher purpose and deeper meaning in their lives:
Internally: Purification of self from bad intentions, deceit, hypocrisy, selfishness, arrogance and prejudice
Outwardly: It becomes manifested in one’s attitude, behavior and character

130. 6. DEVELOP IN STUDENTS AN ISLAMIC THINKING
Do you think that We created you without purpose, and that you would not return to Us? (Qur’an 23:115)
We should contemplate the higher purpose and deeper meaning of our lives

131. PURPOSE IN LIFE
Purpose in life is a contribution to the world that uses your whole self fully and gives your life passion, fulfillment and meaning through dedication to something larger than yourself. Involves a deep, heartfelt sense of belonging and commitment that moves you passionately. Has primarily to do with a certain way of being in the world which would permeate everything you do.

132. 7. APPRECIATION OF ISLAMIC ART
The effective Islamic School teacher help the students to develop appreciate of Islamic Art. The effective Islamic school teacher uses in her classroom as decoration, the arts from Islamic architecture, calligraphy and Muslim artists work. The effective Islamic school teacher uses Islamic music, nasheeds and other fine arts in her classroom.

133. III 30 TEACHING TIPS

134. TEACHING TIP #1 REFUSE TO GIVE UP ON ANY CHILD
“Good teachers make poor students good and good students superior.” “When our students fail, we, as teachers have failed.” Marva Collins

135. TEACHING TIP #2 GREET STUDENTS DAILY AT THE DOOR
“I greet my students at the door every single day with a hug. I believe in making them feel welcomed, wanted, and special. Sadly, I know that for some students, it is the only hug they receive all day. I also know that when students feel welcomed in a classroom, they are much less likely to cause discipline problems. So it’s a win-win situation.”
Rebecca Morell

136. TEACHING TIP #3 INSPIRE FOR A LIFETIME
If you plan for a year, plant a seed
If you plan for ten years, plant a tree
If you plan for hundred years, teach people
Students are much more in need of inspiration than of information.
The information we provide is important, but the inspiration we provide is life-altering.

137. TEACHING TIP #4 CELEBRATE THE UNIQUENESS OF YOUR STUDENTS
I am not my older brother
So please do not compare
To treat me as another
Would surely be unfair
He has ways of doing things
Ways that are his own
He is okay, but there is no way
That I’ll become his clone
And I do not wish to be
I am happy to be who I am
And that is simply me
A poem by a student

138. TEACHING TIP #5 BE PROACTIVE
“One of the tests of leadership is the ability to recognize a problem before it becomes an emergency.” Arnold H. Glasow

139. TEACHING TIP #6 BE A ROLE MODEL FOR YOUR STUDENTS
“Children have never been very good at listening to their elders, but they have never failed to imitate them.” James Baldwin

140. TEACHING TIP #7 MAINTAIN YOUR COMPOSURE
“Self-control is the hardest victory” Aristotle “Someone made me mad today And I am wanting to unload My temperature is boiling hot And I feel like I’ll explode.”

141. TEACHING TIP #8 AVOID ACTING WHEN ANGRY
“Speak when you are angry, and you will make the best speech you will ever regret” Ambrose Bierce

142. TEACHING TIP #9 DO NOT ALLOW YOUR PERSONAL PROBLEMS TO SPILL OVER INTO THE CLASSROOM
“If you do not have personal problems, then you are not a person. However, if you allow your personal problems to spill into your classroom, then you are not a professional!”

143. TEACHING TIP #10 CONSIDER A STUDENT’S SELF-ESTEEM A PRIORITY
If you maintain a child’s dignity, you will see lasting results. If you take away a child’s dignity, you may face lasting revenge. Epictetus

144. TEACHING TIP #11 GROW AS A PROFESSIONAL
“Never become so much of an expert that you stop gaining expertise. View life as a continuous learning experience.”

145. TEACHING TIP #12 LIGHT A SPARK IN YOUR STUDENTS
“What really matters is not so much what students walk away with in their hands but rather how many sparks were ignited in their hearts. Students don’t want more stuff. They want inspiration. The teacher, not the content determines whether students walk away ignited or extinguished.”

146. TEACHING TIP #13 MAKE EVERY STUDENT YOUR FAVORITE
“If you would win a man to your cause, first convince him that he is your friend.” Abraham Lincoln

147. TEACHING TIP #14 SET THE STAGE FOR SUCCESS
“The man who can make hard things easy is the educator.” Ralph Waldo Emerson

148. TEACHING TIP #15 PROVIDE POSITIVE FEEDBACK
“I can live for two months on a good compliment.”

149. TEACHING TIP #16 AVOID SARCASM
“The inner landscape of many children is full of mines ready to explode upon careless contact. Any insulting remark can set off an explosion.” Haim Ginott

150. TEACHING TIP #17 DIGNIFY INCORRECT RESPONSES
“If you maintain a child’s dignity, you will see lasting results. If you take away a child’s dignity, you may face lasting revenge.”

151. TEACHING TIP #18 COOPERATE WITH ADMINISTRATION
“In truly effective schools teachers work together in cooperation with administration.
“Teamwork is so important
to the success of a school.
It requires mutual respect
between administrators
and teachers.”
Linda Nance

152. TEACHING TIP #19 MAKE THE OBJECTIVES “CLEAR” FOR EACH LESSON
If you know where you are going, you are much more likely to get there.

153. TEACHING TIP #20 REFRAIN FROM “LECTURING”
Lecturing is one of the least effective means of instructing, yet it is most often used!

154. TEACHING TIP #21 TEACH MORAL & ETHICS
“To educate a man in mind and not in morals is to educate a menace to society.”

155. TEACHING TIP # 22 RELATE LESSONS TO REAL LIFE
Do you ever hear a student ask, “why do we have to know this?”
If you do, then it’s a red flag to you that you have not made that critical “real life” connection!
Aristotle said, “All knowledge is relational.”

156. TEACHING TIP #23 ENCOURAGE STUDENTS TO WORK COOPERATIVELY
Do your students know how to work together, to cooperate with one another? If not, it is time to teach them.

157. TEACHING TIP #24 ENCOURAGE ACTIVE STUDENT PARTICIPATION
I hear and I forget
I see and I remember
I do and I understand
Chinese Proverb

158. TEACHING TIP #25 CHALLENGE STUDENTS TO THINK CRITICALLY
“Too often we give our students answers to remember rather than problems to solve.” Roger Lewin

159. TEACHING TIP #26 BUILD A STRONG PARTNERSHIP WITH PARENTS
“I have always respected those teachers who were genuinely interested in my children and willing to work cooperatively with me in solving problems.
“I am much more likely to support a teacher who will listen to my concerns and not just dismiss me as an overbearing parent.”
A Parent

160. TEACHING TIP #27 PARTICIPATE IN SCHOOL FUNCTIONS
“I make a concerted effort to participate in school functions. It helps me to get to know both the students and their parents better.
“I believe it also sends a message to students and parents that my students mean more to me than the academics.”
Middle School Teacher

161. TEACHING TIP #28 AVOID LOUNGE GOSSIP
“Anyone who will gossip with you will gossip about you.”

162. TEACHING TIP #29 BE THE BEST YOU CAN BE
It is only in giving our best that we can possibly expect to bring out the best in our students.
Be the best teacher you can be, and your rewards will come to you in the form of young hearts and young lives forever changed because of your influence.

163. TEACHING TIP # 30 SET GOALS FOR YOUR IMPROVEMENT
Goals are accomplished one step at a time. And written goals are far more likely to be accomplished than those we just stored in our heads.

164. TEACHER EVALUATIONS SESSION IV Setting the Expectations
Informal/Formal Observations
Pre & Post-Observation Conferences
Goal setting and Goal Assessment
Portfolio Assessment

165. INTRODUCTION
Competent, dedicated and well performing teachers are any school’s most important resources.
Teachers are the professionals most directly responsible for helping all students to learn, and students benefit or suffer from the quality of teaching they receive. Moreover, any society is at risk when its schools fail to educate its children and youth.
Formal teacher evaluations are a necessary part of educational administration. Teachers should view them as a learning experience, as a way for both the teacher and the administrator to grow in understanding and knowledge.
Teacher strengths will be discussed so that they can be capitalized upon and developed further. Teacher weaknesses will be identified so that appropriate methods can be devised to resolve or alleviate them. They will provide direction for staff development.

166. TEACHER EVALUATION PURPOSE
The purpose of the teacher evaluation process is to assess the teacher’s performance in relation to the Teaching Standards and to design a plan for professional growth.
The principal or a designee will conduct the evaluation process in which the teacher will actively participate through the use of self- assessment, reflection, presentation of artifacts, and classroom demonstrations.

167. INFORMAL OBSERVA-TION
ORIENTATION
PRE-OBSERVATION
POST
OBSERVATION
INFORMAL OBSERVA-TION
FORMAL OBSERVATION I
FORMAL OBSERVATION II
SUMMATIVE EVALUATION
PROFFESIONAL
INDIVIDUAL
DEVELOPMENT PLAN
TEACHER EVALUATION
PROCESS

168. TEACHER EVALUATION COMPONENTS
Component 1: Orientation
Before participating in the evaluation process principal will provide orientation about the evaluation process and copy of evaluation document to the teachers.
Component 2: Informal Observations
Informal observations will consist of short classroom visits. Teachers should expect drop ins from administrators anytime.
Component 3: Pre-observation Meeting
Within two weeks of a teacher’s first day of work in any school year, the principal will call for a one one one pre-observation meeting with each teacher.
Component 4: Formal Observations
All the teachers will have two scheduled formal observation during the year. A formal observation will last for the duration of the class period.
Component 5: Post-observation Meeting
After the formal observation, post-observation conference will be held. During this meeting, strengths, weaknesses and suggestions for improvement will be discussed. Teacher’s self-evaluation, goal and strategies will be discussed.
Component 6: Professional Individual Development Plan (PIDP)
The Individual professional improvement plan provides an opportunity to focus on professional growth. The process starts with principal and the teacher setting goals for the year. Then the principal and the teacher determine the implementation plan and the timelines. This will be the PIP for the teacher and the principal and the teachers will work accomplishing goals throughout the year.
Component 7: Year-end Evaluation Summative Meeting
This will be the final evaluation meeting for the year. The principal will discuss the teacher’s total performance and the PIP for the year and goals will be discussed and if they were not achieved will be moved to next year’s goals. A written and signed evaluation with commendations and recommendations will be placed in teacher’s file.

169. COMPONENT 1 ORIENTATION
At the beginning of the school year all the teachers will be given the policies and procedures relating to evaluation process by the principal.
The principal will review with the staff the policy and procedures on evaluation and answer the questions the staff might have.

170. OBSERVATION PROTOCOL
Pre-Observation Conference •Clarify goals and context •Evidence of student achievement •Strategies chosen •Focus for data collection Post-Observation Conference with Analysis of Student Work •Summarize impressions of lesson •Recall data to support impressions •Analyze student work •Share observation data •Draw conclusions •Reflect and plan to move forward

171. COMPONENT 2 INFORMAL OBSERVATIONS
Frequent
5-7 minute observation
Unannounced
Collect specific data
Analyze data and give written feedback

172. RATIONALE FOR THE INFORMAL OBSERVATIONS
Gather data
Communicate that the classroom is the priority
Frequent, short observations can be powerful
Make use of the pivotal role of principal in shaping the school culture
Create opportunities for collaborative conversations
Give feedback that helps a teacher reflect on his/her best practices
Observe the implementation of all school programs

173. COMPONENT 3 PRE-OBSERVATION MEETING
The goal of this meeting is to prepare the principal for the observation.
Before the first formal observation, the principal shall meet with the teacher to discuss the observation process and answer the teachers’ questions
Clarify goals and expectations for the observation.
The principal will go through the evaluation form.
The teacher will provide the principal with a written lesson plan.

174. COMPONENT 4 FORMAL OBSERVATIONS
CLASSROOM OBSERVATION GUIDELINES
Principal’s observations should be welcomed by teachers & students as an opportunity to share their classroom with the principal. The principal should always have a supportive attitude:
Body language is positive and supportive
Greet the teacher-- eye contact and a smile
Sit in an low-profile spot.
Focus on what the teacher and students are doing
Maintain a pleasant demeanor
Take notes discreetly
Walk around as appropriate looking at student work
Engage with students as appropriate
Observe evidence of learning displayed around the room
Leave with a smile and a quiet thank you to the teacher

175. OBSERVATION DATA
A formal observation shall last at least forty-five minutes or an entire class period.
CONTENT: What are the students learning?
Standard: Teachers Know the Content They Teach
ALIGNMENT: How does this learning connect to standards?
Standard : Teachers Facilitate Learning for Their Students
STRATEGIES: What are the students and teacher doing?
Standard : Teachers Establish a Respectful Environment for a Diverse Population of Students
IMPACT: How does it maintain student interest and attention?

176. OBSERVATION DATA
CONTENT: What are the students learning? • ALIGNMENT: Does it match grade level standards? STRATEGIES: What are the students and teacher doing? IMPACT: What is the impact of these strategies on student learning? Areas to reinforce: Areas to pose for refinement and reflection:

177. COMPONENT 5 POST-OBSERVATION CONFERENCE
The principal shall conduct a post-observation conference no later than five school days after each formal observation.
During the post-observation conference, the principal and teacher shall discuss and document the strengths and weaknesses of the teacher’s performance during the observed lesson.
Summarize impressions of the lesson
Acknowledge effective practices
Focus on areas of improvement and growth
Pose questions to facilitate self-reflection & analysis
Prepare suggestions
Establish desired outcomes
Decide next steps and set goals
Reflect upon the process and propose refinements

178. WRITTEN FEEDBACK
Each note is an opportunity to shape the instructional program and learning environment: • Build on what’s working  give meaningful, specific data • Be strategic • Avoid judgments • Finish up with a “Thank you!’ A Note: Suggestions or questions that imply criticism can create a defensive reaction when left in a note. Save suggestions for collegial conversations or observation conferences.

179. WRITTEN FEEDBACK FOR OBSERVATIONS
1. Provide the content
2. Include alignment to standards
3. State the effective practice observed
4. Give supporting evidence and details about impact
5. Finish off with Thank you!
___________________________________________________________________________
To: John
From: Mary
Date: 5/2/08
During my visit I observed:
Students were working in partners making predictions about how factors of light, water and touch would effect plant growth.
This is a grade level science activity.
You articulated clear goals for students by telling them what they would learn and posting outcomes.
Students frequently referred to the charts outlining their activity. This helped them stay on task.
Thank you!

180. SAMPLE OBSERVATION NOTES
To: Teacher From: Principal Date: 9/12 During my visit I noticed: Students were learning about the causes of the Revolutionary War. Recording their ideas on a mind map, they interrelated the political context with scientific, educational and social issues of the day. You also asked students to draw comparisons with their lives. We know that learning is facilitated when students connect new learning to what they already understand as well as to their personal experiences. Thanks!

181. SAMPLE OBSERVATION NOTES
To: Teacher From: Principal Date: 9/12 During my visit I noticed: Students were practicing proving that triangles are congruent by using the corresponding parts of congruent triangles (GLS: Geometry 5.0). Students were working in pairs while you circulated answering questions and prompting. This kept students focused and kept students on the right track. I appreciate your warm yet firm manner with students. Thanks!

182. COMPONENT 6 PROFESSIONAL INDIVIDUAL DEVELOPMENT PLAN
Teachers shall develop an Professional Individual Development Plan designed to improve performance on specifically identified areas. Professional Individual Development Plan will identify the areas to be improved, the goals to be accomplished and the activities the teacher should undertake to achieve proficiency, and a timeline which allows the teacher in a school year to achieve proficiency.

183. PROFESSIONAL INDIVIDUAL DEVELOPMENT PLAN
The PIDP Plan shall, at a minimum, identify:
The areas to be improved
The goals to be accomplished
The activities the teacher shall complete to achieve Proficiency
A timeline for achieving Proficiency within one school year or such shorter time as determined by the Principal.
A PIDP that meets those criteria shall be deemed to satisfy the requirements

184. COMPONENT 7 SUMMATIVE EVALUATION CONFERENCE
Prior to the end of the school year the principal shall conduct a summative evaluation conference with the teacher. During the summative evaluation conference the principal and teacher shall discuss:
The teacher’s self-assessment
The teacher’s most recent Professional Individual Development Plan
The components of the Teacher Evaluation Process
Classroom observations
Artifacts submitted or collected during the evaluation process
Give a rating and comments for the areas in the Teacher Evaluation Form
Provide the teacher with the opportunity to add comments to the Teacher Evaluation Form
Review the completed the Teacher Evaluation Form with the teacher
Secure the teacher’s signature on the Teacher Evaluation Form

185. GIVING FEEDBACK
1. Base your feedback on observable evidence. 2. Reinforce evidence of effective practice. 3. Be specific rather than general. 4. Describe rather than evaluate. 5. Note the impact of the teacher’s behavior on the students. 6. Attend to the teacher’s stated needs or area of focus.

186. LANGUAGE THAT SUPPORTS LEARNING
Focus on teacher’s needs: “What will help you…”
An approachable voice
Acceptance, empathy
Open ended questions
Plural forms (goals, possibilities)
Present tense (How do you…?)
Positive presuppositions

187. HELPFUL STATEMENTS
By seeking permission to provide direct instruction, the supervisor honors the adult’s control over learning:
Would you like more information about…?
Would it be helpful if we spent time looking at…?
A couple of things to keep in mind…
Some teachers have tried… it might work for you.
Sometimes it’s helpful if…

188. WHICH APPROACH IS MORE POWERFUL?
Option 1: “The class was not engaged while a student shared her book for five minutes.” Option 2: “How could the student who was sharing her book involve the rest of the class in her presentation?” Suggested questions: “How is… different from…?” “How do you decide…?” “What would happen if…?” “What criteria do you use to…?” Be careful of some questions can come off as sharp criticisms. “Why…?” can prompt a defensive response.

189. CONCERNS What is a concern? Is it grounded in evidence
Is it tied to a standard
Is it an assessment made by the supervisor
Is it an opportunity for growth in an area in which the teacher is blind or resistant
When might a supervisor need to raise the concern directly?

190. COMMUNICATING CONCERNS
1. Opening
Let the teacher know that the meeting is to discuss a concern and to problem solve.
Reassure the teacher that the reason for the supervision process is to provide support.
2) Explain the concern
State the concern and provide evidence.
Acknowledge the teacher’s feelings and provide the opportunity for questions or comments.
3) Plan next steps
Summarize or clarify the area for growth.
Create a plan for next steps and write it down.
4) Closure
Close by asking for feedback about the conference
Suggest a follow-up meeting.

191. COMMUNICATING CONCERNS OPENING
When a concern is raised during a conference, stop the flow of the conference, and let the teacher know that you would like to address the issue.
“What you have just described has raised a concern that I’d like to take
some time to discuss.”
Let the teacher know that the meeting is to discuss a concern and to problem solve.
“The reason I asked you to meet with me is that I have a concern about . .”
Reassure the teacher that the reason for the supervision process is to provide support.
“It’s my role to communicate openly with you and to support you as a professional.”

192. COMMUNICATING CONCERNS EXPLAIN THE CONCERN DIRECTLY
Clearly state the concern and provide evidence. Use school goals, teaching standards and describe standards of professional practice. Seek understanding of the concern from the other points of view.
“My concern is that because . . .”
“The following comments have been made by students, parents, colleagues . . .“
Acknowledge the teacher’s feelings and provide the opportunity for questions or comments.
“Do you have any questions or comments”?
”How do you feel about what I’ve shared?”

193. COMMUNICATING CONCERNS PLAN NEXT STEPS
Summarize or clarify the area for growth.
“ So, your goal would be . . .”
“ So if you could then . . .”
“ Let’s restate your goal . . .”
Create a plan for next steps and write it down. Ask the teacher to take the lead. Share in the process, restating as needed in the language of professional standards.
“Let’s talk now about next steps. What steps might you take . . ?
“How would it be if . . ?” “What do you think about . . ?

194. COMMUNICATING CONCERNS CLOSURE
Close by asking for feedback about the conference.
“It’s not easy when concerns are raised I really appreciated . . .”
“What is some feedback you can give me about this conference and our future work together?”
Suggest a follow-up meeting.
“Let’s meet in two weeks to discuss progress.”
“I’d like to visit your classroom so I can support you.”
“Please feel free to stop by and let me know how things are going
Pause and Reflect
“What are three changes in practice you can commit to implementing as a result of our time together?

195. A TEACHER’S TEN COMMANDMENTS
Seek advice. No one is an expert at everything.
Get organized!
Be aware of each child’s needs.
Plan ahead.
Be flexible– changes are inevitable.
Stay in touch with parents; they are a vital link!
Read, read, READ!
Keep teaching as long as you enjoy it.
Act professionally: Your position is as important to our society as that of a doctor, banker, lawyer, or businessperson!
Remember, you ARE making a difference in the world!
Rebecca Lynn Wilke, Ed.D.

196. ALWAYS REMEMBER!
Every child is a gift from God Every child has been gifted by God Every child is someone special Every child is capable of success Every child deserves a fair chance Every child truly wants to succeed Every child deserves to be treated with dignity and respect Every child deserves a capable, caring, competent teacher Every child has strengths that need to be recognized & nurtured Every child craves love and appreciation— which every teacher should provide

197. I believe Allah created us and gave each one of us a unique gift
I believe Allah created us and gave each one of us a unique gift. This gift needs to be identified and nurtured. It will be sad if we go through our lives without finding our gift and without finding our students’ gifts. Hopefully, We will each share our gifts to make the world a better place!

198. MAY ALLAH GUIDE US TO BE THE BEST TEACHERS WE CAN BE; SO WE MAY INSPIRE OUR CHILDREN; FIND AND NURTURE THEIR GIFTS; AND HELP THEM TO BECOME THE BEST PEOPLE! Please contact us at

199. A SHORT BIBLIOGRAPHY FOR MORE INFORMATION
Failure is Not an Option: Six Principles that Guide Student Achievement in High Performing Schools, Alan Blankstein, 2005
Getting Started: Reculturing Schools to Become Professional Learning Communities, Robert Eaker, Richard DuFour, Rebecca DuFour, 2002
Leading Learning Communies: Standards for What Principals Should Know and Be Able to Do, NAESP, 2002
On Common Ground: The Power of Professional Learning Communities, Richard DuFour, Robert Eaker, Rebecca DuFour (Editors), 2005
Professional Learning Communities At Work: Best Practices for Enhancing Student Achievement, Richard DuFour and Robert Eaker
Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn, Richard DuFour, Rebecca DuFour, Robert Eaker, and Gayle Karhanek, 2004

200. HELPFUL WEBSITES www.disciplinehelp.com www.responsiveclassroom.org