Team+III+Page

=Team 3 - Marshall Responses:=

=Rethinking Teacher Supervision and Evaluation=

Recommendations for Region One work:
1) skinny curriculum guide (example for grade 4 begins on page 209 of text) 2) frequent and focused mini-observations (if possible, about 5 per day) 3) end-of-year evaluation rubrics (begins on page 151 of text) 4) positive school climate goals 5) frequent and immediate feedback on mini-observations 6) limiting non-instructional events (example: assemblies) 7) layered curriculum planning (page 94) 8) specific and measurable goals for teachers with professional development opportunities to support their work 9) mid-year break from observations for short appointments with teachers 10) collegiality opportunties (example: peer observations)

Questions for ﻿Consideration as Region One moves forward with its work:
1) Short turn-around for feedback is a must, but what are options for realistic formats? 2) How do principals manage the amount of mini-observations? 3) What will be included in a performance "portfolio?" 4) What else will be included in the total evaluation package? 5) What steps should be taken by administration for ineffective teachers? Same or different than for new teachers? 6) Should we continue or modify our current formal evaluation plan for new or ineffective teachers? 7) Are we in agreement that we only continue with UbD units as they are applicable to curriculum? 8) How do we continue developing a positive and collaborative climate?

[] CCT

[] Qualities of a Teacher Evaluation Plan