1.Choose an observation instrument that sets clear expectations. High-Quality Observations
Use the Framework as a tool to strategically connect and focus on our district priorities – new standards, English Language Learners, and educator effectiveness. High-Quality Observations Student Behaviors ELLs New Standards Teaching Practices
2.Require observers to demonstrate accuracy before they rate teacher practice. July / August training Baseline and Mid-Year Inter-Rater Reliability Tests Upcoming: Observer Certification Process High-Quality Observations
3.When high-stakes decisions are being made, multiple observations are necessary. 4 Observations in the ’10-’11 Spring Pilot 3 Observations ’11-’12 Pilot Varies by teacher type in the ‘12-’13 Pilot High-Quality Observations
2012-13 Observation Model Teacher Group School LeaderPeer ObserverTotal Probationary Teachers 1 Full + Partials & Walkthroughs 2 Full + Support for novice teachers 3 Full; Partials / Walkthroughs as needed Non- Probationary Teacher “Group 1”* - PO optional 1 Full + Partials & Walkthroughs Opt in for 1 or 2 Full (teacher or principal request) 1-3 Full; Partials / Walkthroughs as needed Non- Probationary Teacher “Group 2”* - PO included 1 Full + Partials and Walkthroughs - OR - Partials & Walkthroughs only and elect to utilize PO full observation data 2 Full 2-3 Full; Partials / Walkthroughs as needed * Group 1 and Group 2 rotates annually.
4.Track system-level reliability by double scoring some teachers with impartial observers. High-Quality Observations
5.Combine observations with student achievement gains and student feedback. High-Quality Observations
6.Regularly verify that those with stronger observation scores also have stronger student achievement gains on average. High-Quality Observations
Theress Pidick Director of Teacher Effectiveness email@example.com Danielle Ongart MET/LEAP Project Manager firstname.lastname@example.org Contact Information
Thoughts from a LEAP Pilot Teacher “I took the LEAP and I like that my observer saw me in an authentic state of real-life teaching. I truly enjoy the process of being reflective in my practice and I found that having someone in my room, unexpected, is a great way to do this. My involvement gave me the opportunity to share my experience with my observer, be more deliberate in my practice and take away from it some ideas that will help me become a more effective educator.” - DPS Pilot Teacher
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