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The evaluations include action steps for improvement.

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The evaluations include action steps for improvement.

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That you want students to meet. Do this with others in you department or grade level.

Then, evaluate data based on student performance.

Then revise your goals for the next term based on the student outcomes.

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More intensive evaluations (e.g. more observations, more conversations recorded in Folio, more administrators involved in providing feedback) occur to the extent appropriate, in the following circumstances:At the teacher’s request.When a problem or issue arises and improvements are needed.

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More intensive evaluations (e.g. more observations, more conversations recorded in Folio, more administrators involved in providing feedback) occur to the extent appropriate, in the following circumstances:At the teacher’s request.When a problem or issue arises and improvements are needed.

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Interesting idea to make space for a more intensive process for those who need it vs everyone .

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A standardized form for an observer to use when sitting in on a class.

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A permanent committee elected by faculty w/some appointments by administration. A resource for someone going through an evaluation.

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Question: should there be a link between formal evaluation and the "frequent light touch" observations and conversations of a peer, department chair, division head or other administrator

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Question: should there be a link between formal evaluation and the "frequent light touch" observations and conversations of a peer, department chair, division head or other administrator

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All feedback based upon formal observations. 

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All feedback based upon formal observations. 

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1. Professional growth and development
2. Knowledge for administrators regarding job performance
3. Effective communication between faculty and administration

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Question: How do divisions and departments to collaborate in order to help students build on a foundation built systematically and intentionally as they advance through the school?

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Question: How do divisions and departments to collaborate in order to help students build on a foundation built systematically and intentionally as they advance through the school?

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Evaluation team is made up of peers, two or three administrators and one or two people from extracurricular or coaching areas, so that a teachers overall roles and contributions to school culture are considered.

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Evaluation team is made up of peers, two or three administrators and one or two people from extracurricular or coaching areas, so that a teachers overall roles and contributions to school culture are considered.

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Question: How does our evaluation system empower teachers to evolve and improve their teaching practice?

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Question: How does our evaluation system empower teachers to evolve and improve their teaching practice?

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Feedback from multiple sources. Support network is created. In year two, specific growth goals are set and worked towards based upon formal feedback received in year one. In year three, educators are required to actively share their learning with those within the community "and beyond," work intended to inspire personal accountability that also adds to the broader independent school community. Nurtures faculty to model what they teach: lifelong learning. 

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Feedback from multiple sources. Support network is created. In year two, specific growth goals are set and worked towards based upon formal feedback received in year one. In year three, educators are required to actively share their learning with those within the community "and beyond," work intended to inspire personal accountability that also adds to the broader independent school community. Nurtures faculty to model what they teach: lifelong learning. 

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The periodic evaluation focus and goals (every 5 years) stem from the teacher's self reflection document (drafted the spring prior to eval year).

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The periodic evaluation focus and goals (every 5 years) stem from the teacher's self reflection document (drafted the spring prior to eval year).

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How does our evaluation systemffect school culture?

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The goal of evaluations is to support teachers in being: Student-centered, Collaborative, Professionally grounded, Innovative, Globally minded, and Technologically competent

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The goal of evaluations is to support teachers in being: Student-centered, Collaborative, Professionally grounded, Innovative, Globally minded, and Technologically competent

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Ongoing process involves continuous, yearly observation from leadership and peers. Growth-centered. Required self-reflection. 

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Ongoing process involves continuous, yearly observation from leadership and peers. Growth-centered. Required self-reflection. 

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How does our evaluation system impact professional learning for teachers’ instructional practice?

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The evaluations are 360 in nature and get input from students, faculty peers, and administrators.

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The Head of School meets with every teacher once per year to discuss how things are going for that teacher (small school).

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The Head of School meets with every teacher once per year to discuss how things are going for that teacher (small school).

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The goal of evaluations is reflection, improvement and appreciation.

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The goal of evaluations is reflection, improvement and appreciation.

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The evaluations are created by the ones being evaluated. 

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The evaluations are created by the ones being evaluated. 

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The evaluations are a more frequent, less formal, collaborative and centered around growth.

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The evaluations are a more frequent, less formal, collaborative and centered around growth.

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The evaluations include all aspects of community membership, not just teaching.