Teacher Evaluation Training Gen Admin Meeting December 1st, 2011 By Dr. Glenn Maleyko

Overview  November 14th Presentation at Edsel Ford  November 28th Presentation before the board of education.  Growth Data and State update  Website  Brainstorm Growth Data  Writing Evaluations  Post Observation Conference

Thus Standard IV. Assessment, and Element 5. Student Growth and Achievement must be referenced on the Year-End Evaluation

Evaluation Samples All examples are hypothetical for training purposes only.

Highly Effective Teacher Examples

 Standard II. Preparation and Planning: The effective teacher plans for student learning.  Element 1: Content Knowledge You are performing at a highly effective level in this area. You have displayed extensive knowledge in content area and current best practices (publication of articles, conference attendance, professional presentations, etc.) and you have incorporated expertise into interdisciplinary lesson planning and teaching. This is evident based on the presentations that you have provided at several school, district, and state level professional development conferences. This includes a presentation at MACUL Conference on

technology, before the school faculty on the RTI model implementation and at the district 3D meeting in regards to implementing the co- teaching model. You have also participated in writing the PBS grant along with the creation of lesson plans that can be used to support the implementation of bullying prevention in the school.

 Standard I. Classroom Environment: The effective teacher maintains a classroom environment that enhances student learning.  Element 1: Teacher Enthusiasm You have contributed to creating a welcoming and positive building culture. You are always in the hallway greeting students as they enter your classroom. You have also been observed welcoming parents and students on the playground each and every day as they enter the school. You have further been observed assisting students and parents during dismissal time on several occasions.

 Element 2: Teacher Interaction with students You have consistently created and coordinated opportunities for students to demonstrate caring and respect through clubs, service projects, etc. Several parents have come forward to specifically mention how much they appreciate your hard work with the students. They have also demonstrated their appreciation for your leadership with the DSBN broadcast program as those students have assisted with the creation of PBIS posters in the school. One parent in particular stated how her son really looks forward to attending school due to the implementation of project based learning and the opportunities that you afford to students with the creation of multimedia projects.

Ineffective Teacher Examples

 Standard I: Classroom Environment – The effective teacher maintains a classroom environment that enhances student learning. Element 1: Teaching enthusiasm – Teacher maintains a classroom environment that enhances student learning. Based on the observations conducted in your room since October 7 th, it continues to be noted that at times you fail to greet students at the doorway in a welcoming manner. It is an essential function of teachers to build rapport with their students in order to facilitate learning. Students need to feel welcomed and wanted in the classroom. Building a rapport with the students and keeping them engaged in learning is essential.

As I walked down the hallway to enter your classroom for an observation on November 4th, students from the 4 th grade classroom were lined up in the hallway as they were in transition with their classroom teacher. As I walked by your doorway, you were in your classroom with a couple of students and you were talking on your cell phone at approximately 1:05pm. In previous observation documents and in your IDP, it is specified that you should be at the doorway greeting students and assisting with student transitions.

Element 2: Teacher interaction with students – Teacher-student interactions demonstrate genuine caring and respect. Students show respect for teacher as an individual. On numerous occasions you have allowed students to remain completely disengaged in your classroom. Appropriate communication with students is an essential function of teachers. It is appropriate to ensure at several points throughout a given lesson that students are actively participating your lesson and communicate to the student that it is important that he or she remain focused and engaged in the lesson.

 On October 19 th there was an incident in your class that was reported to you via (the is also attached).  I received a call from a parent complaining about her son being upset because he felt he was unfairly treated based on your classroom management procedures. The mother stated that her son called her at work and was crying because he felt he was treated unfairly. The student stated that you wrote his name down on a list without any cause, which resulted in disciplinary consequences. In his estimation you did not listen to him and you told one other student not to lie for another, so you insinuated that he told a lie.

 I also spoke to a second student who stated he was also upset about the incident. Both students that I spoke to feel as though they are not learning anything in your class and feel that you are constantly on the computer in their estimation. The students also feel confused with your lesson presentation especially when you refer to the book with referencing page numbers. Please continue to follow your IDP plan as outlined in your previous meetings.