pride professional rubrics investing & developing educator excellence professional development...
TRANSCRIPT
PRIDEPRIDE Professional Rubrics Professional Rubrics
Investing & Developing Investing & Developing Educator ExcellenceEducator Excellence
Professional Development Department Sarasota County
Schools
Outcomes
Participants will:
• Demonstrate understanding of “high stakes”
teacher evaluation versus professional growth
evaluation.
• Explore the PRIDE Rubrics.
• Explore Race to the Top Implications.
Activity
High Stakes Evaluation
Professional Growth Evaluation
High Stakes Evaluation
• Systems of evaluation that place high value on a one shot observation may lead to inaccurate assessment.
• Miss the Mark
Evaluate tiny amount of teaching
Evaluate individual lessons that don’t carry much weight
Evaluate lessons that are often atypical
Rarely focused on student learning
Incomplete picture (Excerpted from It’s Time to Rethink Teacher Supervision and Evaluation, Phi Delta Kappan,
2005)
Professional Growth Evaluation
• Teacher performance is looked at over time
• Shift to a dynamic, interactive, continuous analysis of the teaching and learning
• Systematically visit classrooms
Conclusion
PRIDE Evaluation Process is to Teachers
Progress Monitoring is to
Students
Administrator ResponsibilitiesAdministrator ResponsibilitiesAdministrator ResponsibilitiesAdministrator Responsibilities
EvaluationEvaluationEvaluationEvaluation
RationaleRationaleRationaleRationale
Knowledge of Knowledge of
Instruction & PRIDEInstruction & PRIDE
Knowledge of Knowledge of
Instruction & PRIDEInstruction & PRIDE
OBSERVATION
CustomizedFocusedLook for’s
All Other
Performance
Data
What interferes with accurate What interferes with accurate
assessments of teacher performance?assessments of teacher performance?
Not observing at all Not observing enoughClass make-up - ability
levels, behavioral problems, etc)
Comparing teachers - within or between schools
Ineffective professional conversations (not providing specific examples related to the rubric and what you observed)
Not observing at all Not observing enoughClass make-up - ability
levels, behavioral problems, etc)
Comparing teachers - within or between schools
Ineffective professional conversations (not providing specific examples related to the rubric and what you observed)
PRIDE
• Domain I. • Creating A Culture For Learning
• Domain II. • Planning For Success
• Domain III. • Instructing And Assessing For Student
Achievement• Domain IV.
• Communicating Professional Commitment
Criteria
Accomplished
Needs Improvement
Developing
Unsatisfactory
Exceptional Qualities
•Little or no evidence, rarely
•Inconsistently, infrequently
•Most of the time
•Consistently
•Above and beyond
Exceptional Qualities
PRIDE PRIDE EvaluationEvaluation
Rubric Review
•Room divided into 1’s & 2’s•1’s read CI Rubric Domains I, II, III•2’s read NCI Rubric Domains I, II, III•Highlight key phrases & jot down notes
Two Person Teach
Find a partner from across the room. If you are a #1, find a #2.
Criteria
Accomplished
Needs Improvement
Developing
Unsatisfactory
Exceptional Qualities
•Little or no evidence, rarely
•Inconsistently, infrequently
•Most of the time
•Consistently
•Above and beyond
Student Achieveme
nt
Evaluating Effectively…Evaluating Effectively…
●Conduct frequent observations
● Provide feedback
●Help teachers see relationship (linkage) among PRIDE competencies and the connection to their performance
Connect the DotsConnect the Dots
Teacher ResponsibilitiesTeacher ResponsibilitiesTeacher ResponsibilitiesTeacher Responsibilities
Knowledge of
Instruction & PRIDE
Knowledge of
Instruction & PRIDE
RationaleRationale
Self AssessmentSelf Assessment
Race to the TopRace to the Top
•PRIDE – foundation for performance practices
•Florida Accomplished Practices – embedded
•50% of evaluation based on student achievement/ growth
The The standard standard becomes becomes what you what you
expect and expect and accept.accept.
The The standard standard becomes becomes what you what you
expect and expect and accept.accept.