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I believe that there would be "Clarity" in goals for a school, goal settings, expectations are aligned with school goals and teacher goals, and practice and conversation surrounding goals show evidence of collective efficacy.

That would impact evaluation data/ratings because we would all be rowing in the same direction, so feedback would be so focused on supporting the teacher in their attainment of succeeding at their goal achievement that the success of the entire school would be seen and felt.

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2.  Increase in instructional support processes should yield an increase in effectiveness as represented by data and ratings.

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2.  Increase in instructional support processes should yield an increase in effectiveness as represented by data and ratings.

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If these principals were in play, I believe that teachers would be more open to receive what the data and rating is saying because we have built equality, voice and trust.

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1.  Partnership Principles require in-person interaction.  Mechanically, in-person meetings would need to be scheduled on a much greater percentage of observations than currently practiced.  

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1.  Partnership Principles require in-person interaction.  Mechanically, in-person meetings would need to be scheduled on a much greater percentage of observations than currently practiced.  

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1. I currently practice some of the principles, but they are certainly a work in progress.  Focus would shift to really attentively listening and being responsive based on that instead of coming into the meeting with a predetermined dialogue.  Doing would hopefully build on teacher ownership and efficacy.  Allowing a teacher to be heard and giving the opportunity to be reflective can both be powerful in creating growth in practices.

2. If teachers have ownership in their instruction and needed areas of change/improvement, they are more likely to implement next steps with fidelity and willingness. If teachers feel a part of the solution, they again are more open to implementing changes in instruction for improvement. In doing so, teachers would implement strategies with fidelity which would hopefully lead to improved instruction and improved performance by students and teachers.

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Embedding the partnership principals within the evaluation process and within the overall culture of the building would be a huge benefit for the building to grow instructionally without judgement. If everyone would make this a part of their DNA, the sky is the limit as to what we could achieve collaboratively.

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1. It would force us to focus on fewer areas of improvement, but likely more in depth rather than cover a lot of ground.  Would need to be comfortable in a "less is more" approach.
2. In light of #1, the evaluation would better reflect true areas of improvement that the teacher would own with due consideration to student learning and growth.

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I believe it would lead to more coherence across the board and would aide both parties in either providing or receiving quality feedback. I  believe that we would see across the district feedback being provided with fidelity due to a standard of practice being established through utilizing these principles.

I would not be surprised by an increase in scores and or the feeling by teachers of being heard. In addition, I believe that administrators would feel more confident due to a standard of practice across the district.

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I think the evaluation tool becomes a measuring stick. Much like NWEA, the score captures our "just right" learning target. We know what we need to do and can work with our partners to improve that practice... ensuring growth.

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These principles just reaffirm the need to develop a cooperative approach to coaching. It is easy to jump right to the point and give directives. However, developing the ownership or buy-in of the teacher will hopefully lead to greater productivity and quicker change/development for the teacher.

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One shift I see, with the partnership principles in play, would allow for cognitive conversations to occur. When the partnership principles are used, teachers, coaches, and principals become a thinking partnership. This allows for engaged conversation and an investment in student outcomes.

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I had success with holding off on suggestions in my feedback in favor of asking reflective prompts.  Then following up with the same questions after the teacher had the opportunity to reflect on the feedback ratings and associated questions.  The result was the teacher having better ideas than the suggestions I would have made!

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I had success with holding off on suggestions in my feedback in favor of asking reflective prompts.  Then following up with the same questions after the teacher had the opportunity to reflect on the feedback ratings and associated questions.  The result was the teacher having better ideas than the suggestions I would have made!

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While teachers appreciate positive feedback regarding good instructional practices, they value just as much feedback geared towards improvements and "I Wonders..." from evaluators. They appreciate the reflective questions that push them to continue to develop and improve instruction and teaching practices.

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I am finding that our teachers are craving feedback.
Naming a specific growth point is greatly appreciated.
Providing data-driven or connected feedback is powerful for teachers.
Teachers need to look at the rubric... A Lot.

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Blindspots: We have had several discussions in our building that we need to identify that many new teachers don't know what they don't know. In some cases the blind spots can be attributed to lack of background knowledge to identify that the issues even exist. In other cases, blind spots exist because teachers aren't looking for them. So, the challenge because twofold. We must continue to educate younger teachers and help them hone their craft. But at the same time, we must encourage experienced teachers to identify areas of growth and help them connect with the value of improving those areas.

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What I am hearing people say is that while the ample discussion time was valuable, they are expressing concern about missing content because of timing.

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While meeting 1on1 with department chairs, I have modeled the what does it look like, sound like, feel like strategy with them. We have specifically focused on the transition to virtual and how the answers may be similar or different than in person instruction.

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I really found the deep dive into what an effective classroom "looks like, sounds like, and feels like" from the student perspective... especially the sounds like and feels like aspects. I think that such a discussion with teachers may trigger excellent taking points and help to better isolate areas of growth.

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If I have to give feedback, it would be to consider a "read-through" before the "sounds like, looks like, feels like" to allow for more focus.

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For now, continuing to look at the rubric and become more familiar with each aspect. I am also looking forward to training additional admin.

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I agree that unpacking the standards was very impactful! Grappling with each strand, especially through the lens of a student's perspective, was very helpful. I really have a much better understanding of not only the strands, but also my interpretations of what each is really asking for teachers to demonstrate.

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"Identity, Hope, and Fear" are all present throughout our buildings. Staff/Administrators are struggling to identify what role they need to be playing within their schools and classrooms. The need of all stakeholders is high right now and the need to re-evaluate how we are viewing what is happening around us is challenging. There is a feeling of hopelessness. This absence of hope is leading to individuals just trying to make it through the day and due to this they aren't able to offer more of themselves or take in "learn" anything additional. Due to their being a loss of identity and hope decisions are being made out of "fear". When nothing seems to be working, when what used to work is not working, their is even more fear about trying something new.  Taylor

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"Identity, Hope, and Fear" are all present throughout our buildings. Staff/Administrators are struggling to identify what role they need to be playing within their schools and classrooms. The need of all stakeholders is high right now and the need to re-evaluate how we are viewing what is happening around us is challenging. There is a feeling of hopelessness. This absence of hope is leading to individuals just trying to make it through the day and due to this they aren't able to offer more of themselves or take in "learn" anything additional. Due to their being a loss of identity and hope decisions are being made out of "fear". When nothing seems to be working, when what used to work is not working, their is even more fear about trying something new.  Taylor

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Now that we are diving deeper into the rubric next time I would consider looking critically at past feedback that has been provided and compare it to what we have discussed regarding the rubric. Taylor

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Now that we are diving deeper into the rubric next time I would consider looking critically at past feedback that has been provided and compare it to what we have discussed regarding the rubric. Taylor

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Although I can appreciate letting great discussion run its course, I would like to get through more of the material planned for the day. Not a deal breaker, but something to consider moving forward.

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When training our leaders in the future, I want to emphasize the importance of teacher efficacy and agency.

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Examining the indicators in terms of "looks like, sounds like, and feels like" from the student perspective in the classroom. This exercise creates a whole new dynamic in the ways in which evaluators can discuss teaching and learning with staff members.

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I want to dive deeper into the rubric and look at each descriptor. I am also interested in hearing from teachers and their take on the rubric. Taylor

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I want to dive deeper into the rubric and look at each descriptor. I am also interested in hearing from teachers and their take on the rubric. Taylor

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The unpacking of the indicators. Powerful activity of identifying what the indicator "looked, sounded, and felt" like from a student standpoint." Recognizing that when entering a classroom and observing instruction how a student engages says so much more about the instructor and the effectiveness of the instruction. Taylor 

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The unpacking of the indicators. Powerful activity of identifying what the indicator "looked, sounded, and felt" like from a student standpoint." Recognizing that when entering a classroom and observing instruction how a student engages says so much more about the instructor and the effectiveness of the instruction. Taylor 