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Teacher Evaluations: Observing & Evaluating

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Teacher Evaluations: Observing & Evaluating

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Importance of clarity of evaluation criteria, rubric, and consistency in the implementation of evaluation tools.

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Taking on the difficult conversations for the betterment of students, staff, and the district. Engaging with difficult and reluctant staff, providing necessary feedback, and setting goals for success.

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Identifying privilege and bias.  Ensuring all stakeholders have a voice and are included in decision making.  Being inclusive and advocating for others.
Takeaway from Reflective Essay #1: As leaders, especially in the school system it is important to keep an open mind.  To prevent bias and privilege from impacting or influencing your decision making it is important to be reflective to identify them. In some ways it may be similar to departmentalizing your thoughts and beliefs as a supervisor for the betterment of the district and the students.

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Techniques of Supervision: Collaborative, Nondirective, & Developmental Supervision Models

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Techniques of Supervision: Collaborative, Nondirective, & Developmental Supervision Models

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In order to provide the most worthwhile supervision and feedback supervisory approaches vary based on the specific staff members needs.  Specified approaches are differentiated supervisory instruction to meet the needs of diverse teachers.

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The opportunities to utilize everyday teacher evaluation tools, such as Danielson and Marzano, within interactive classes through discussions and application was rewarding.  Specifically participating in a complete teacher observation helped transition my thought process from being a classroom teacher into a supervisor mindset.  This assignment provided great insight into the significance of time management in order to provide meaningful and useful feedback to educators.

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Creating the Problem of Practice Audit and Briefing enabled me to take a pulse of my school district and identify various strengths and weaknesses.  The ability to present the problem of practice to my colleagues was rewarding in helping me build confidence in speaking while presenting pertinent information regarding necessary needs of PD.

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3. Identifying Bias Social Attitudes Activity

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3. Identifying Bias Social Attitudes Activity

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Learning about cognitive dissonance was an enlightening moment as you helped us understand the importance of trusting our gut; e.g. If something doesn't feel right, it probably isn't right.  But ultimately the activity that followed regarding social attitudes from Project Implicit allowed us to participate in identifying our own bias and prejudices.  Everyone in class was respectful of each other throughout this activity, but the reflection of our results was so engaging because we were surprised to identify areas of bias that we were unaware of.  I think this activity helped me better understand myself as an educator.  I used this activity to help reflect on privilege and bias as an educator within essay #1.

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Communication and responsiveness need to be led by example. Clear expectations need to be set to minimize misunderstandings and frustration. Build relationships and rapport with educators to help them reach their full potential and set goals to achieve educational excellence.

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Reflecting on the Problem of Practice assignment helped to identify a need for accessibility, practicality, and relevant professional development within our district. The district spends money on valuable resources to assist in PD, but how are the current professional development opportunities being utilized, communicated, and applied? How is staff input and feedback being incorporated in designing upcoming PD?

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Brooks, J. S., & Heffernan, A. (2021). The School Leadership Survival Guide: What to do when things go wrong, how to learn from mistakes, and why you should prepare for the worst. Information Age Publishing, Inc.

Projectimplicit. Project Implicit. (n.d.). Retrieved December 2, 2021, from https://implicit.harvard.edu/implicit/.

Radd, S. I., Givens, G. Z., Gooden, M. A., & Theoharis, G. (2021). Five practices for equity-focused school leadership. ASCD.