Competencies                                                                  Professional Expectations                 Co...
Competencies                                                             Professional Expectations                 Course ...
Competencies                                                                         Professional Expectations            ...
Competencies                                                                            Professional Expectations         ...
Competencies                                                                             Professional Expectations        ...
Critical Friend Observation Reference Sheet (Ground Class)                           Use the following list to help you id...
Critical Friend Observation Reference Sheet (Ground Class)Instructor Encourages Critical Thinking- can look like:Instructo...
Advisory Observation Form – Classroom ObservationInstructor Name:              0T        Course Name: 0TObserved By:Date/T...
Instructor encourages all students to actively engage in discussions related to contentInstructor provides opportunities f...
Instructor posts an agenda and lesson objectivesInstructor begins class with a “hook”Instructor’s voice is audibleInstruct...
Critical Friend (Faculty for Faculty) Observation Form – Classroom ObservationInstructor Name:0TCourse Name: 0T           ...
Desired Instructor Behavior                                   Observer Comments                                           ...
Supervisory Observation Form – Classroom ObservationInstructor Name:              0T        Course Name: 0TDate/Time of Ob...
Meets Student Needs                                            Desired Behaviors                                          ...
Instructor asks students to compare new content to experiences and prior knowledgeInstructor embeds opportunities for proc...
Observer Comments About Classroom Relationships:0TRecognition:0TGoal(s) and Action Item(s):0TRating Scale:3= Exceeds Expec...
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Partnering for performance_harrison

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WCET Annual Meeting Presentation

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Partnering for performance_harrison

  1. 1. Competencies Professional Expectations Course Evaluation Supervisory Observations Advisory Observations • Consistently reflects the Harrison • Consistently expects • Consistently acts as • Consistently The ability to make things happen by encouraging and channeling College Mission and Core Values students to do their role model for manages time important issues; acting as a catalyst for change and continuous improvement; developing viable partnerships and networks of the contributions of others; taking a stand on and addressing people; and interacting with others in a way that gives them confidence in one’s intentions and those of the organization • Consistently fosters trusting best work students entering the effectively professional relationships with • Consistently prompt professional coworkers and students workforce • Consistently ensures students • Consistently exhibits learning and well-being by positive attitude participating in decision making andLEADERSHIP initiating innovations for school change • Consistently meets timelines and demonstrates an appropriate sense of urgency • Consistently serves as role model for peers • Consistently welcomes newcomers and promotes a team atmosphere • Consistently demonstrates knowledge of Harrison College Policies and Procedures • Consistently and actively participates in faculty, department, campus and college meetings
  2. 2. Competencies Professional Expectations Course Evaluation Supervisory Observations Advisory Observations • Consistently exhibits flexibility to • Consistently shows • Consistently enables Maintaining effectiveness when experiencing major changes meet the changing needs of reasonable flexibility learners to direct their effectively to work within new work structures, processes, in work tasks and/or the work environment; adjusting Harrison College with students’ personal own learning • Consistently approaches change or situations newness with positivity • Consistently bringsADAPTABILITY • Consistently maintains appropriate effectiveness when experiencing supplemental materials major change and resources into the requirements or cultures • Consistently uses qualitative and class environment quantitative data/feedback from Course Evaluations, Advisory Observations and Supervisory Observations to plan, teach, assess, and drive instructional decisions intended to better meet the needs of students • Consistently able to transmit knowledge in imaginative ways including incorporating new technologies when appropriate • Consistently offers choice to students as a motivator
  3. 3. Competencies Professional Expectations Course Evaluation Supervisory Observations Advisory Observations • Timely and accurate submission of • Consistently explains • Consistently aids) ti individuals or groups when given time to prepare; delivering Clearly conveying information and ideas through a variety of media to individuals or groups in a manner that engages the audience and grade and attendance records course concepts clearly communicates effectively (including nonverbal communication and use of visual helps them understand and retain the message; presenting ideas • Consistently communicates • Consistently /demonstrates presentations suited to the characteristics and needs of the information/ideas effectively and demonstrates relevance for newCOMMUNICATION succinctly through all forms of enthusiasm for the learning communication including nonverbal subject matter communication • Consistently provides • Consistently maintains appropriate timely feedback on confidentiality when working with coursework and/or students and coworkers. assignments • Consistently adheres to Harrison • Consistently College’s Acceptable Use Policy encourages active • Consistently proactive in reaching participation, audience out to students to engage them and discussion and drive success questions
  4. 4. Competencies Professional Expectations Course Evaluation Supervisory Observations Advisory Observations • Consistently strives to meet • Consistently measures • Consistently • Consistently knowledge and/or skill in position-related areas, keeping up with retention, attendance and what was taught in encourages critical employs bestTECHNICAL EXPERTISE Having achieved a satisfactory level of professional/technical graduation goals established by the class thinking instructional current developments and trends in areas of expertise College • Consistently shows • Consistently designs methodology PROFESSIONAL & • Consistently completes and reports knowledge of the lessons that on professional development subject matter content incorporate activities in a timely fashion and professional field instructional best • Consistently applies concepts from • Consistently relates practice faculty development activities to course materials and • Consistently classroom exercises to skills demonstrates mastery • Consistently uses approved course needed toward success in the field materials and creates or prepares in professional field • Consistently effective supplementary course encourages learners resources to link new content to • Consistently demonstrates existing knowledge or command of their field and stays experience current with trends and advancements in the profession • Consistently demonstrates skill in challenging students of various abilities and backgrounds • Consistently able to direct students in applying problem-solving techniques • Consistently models life-long learning
  5. 5. Competencies Professional Expectations Course Evaluation Supervisory Observations Advisory Observations • Consistently actively participation • Consistently is available • Consistently is prompt • Consistently relationships; taking responsibility for customer satisfaction andSERVICE ORIENTATION in curriculum development to provide assistance • Consistently acts develops student- Making customers and their needs a primary focus of one’s activities outside class hours proactively instructor rapport actions; developing and sustaining productive customer • Consistently actively participates in • Consistently is fair in • Consistently is • Consistently meets college governance activities grading methods prepared the needs of & CLIENT FOCUS • Provide academic advising to • Consistently treats students students students equally • Consistently helps students use • Consistently treats appropriate strategies and direct students with respect them to appropriate resources to remove obstacles to their success • Consistently participates in non- loyalty instructional projects as business conditions may require • Consistently demonstrates sensitivity to and accommodates diverse learning styles, abilities, cultures, and experiences, including learners who have disabilities and other special needs. • Consistently assists students through the adjustment to college, course expectations
  6. 6. Critical Friend Observation Reference Sheet (Ground Class) Use the following list to help you identify desired behaviors observed during your visit.Instructor Promptness can look like:Instructor present in classroom prior to scheduled start timeInstructor begins and ends class on time (including breaks if appropriate)Instructor Preparation- can look like:Instructor has all materials and resources ready prior to the start of class including troubleshooting any technology to be incorporated into lessonLesson plan for class has been submitted or is on fileInstructor brings answers/resources to address pending student questions from prior classesInstructor balances activities with content coverageInstructor Initiative- can look like:Instructor previews upcoming assignments and projectsInstructor provides rubrics for upcoming assignments and projectsInstructor provides realistic but flexible time frames for all components of the lesson and for completion of tasksInstructor provides update on availability for extra help---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Instructor Enables Learners to Direct their Own Learning- can look like:Instructor stimulates discussionInstructor encourages all students to actively engage in discussions related to contentInstructor provides opportunities for students to work in groups or with peersInstructor provides choice to students whenever possible and appropriateInstructor Encourages Learners to Link New Content to Existing Knowledge or Experience – can look like:Instructor assesses student level of knowledge prior to the learning experienceInstructor encourages sharing of and validates students’ prior knowledge and real life experiences as related to lessons and newcontentInstructor Communicates/Demonstrates Relevance for New Learning- can look like:Instructor helps students connect new knowledge and skills to career and educational goalsInstructor connects agenda items to lesson objectivesInstructor relates new concepts to larger course and/or program goalsInstructor demonstrates mastery in field- can look like:Instructor references current events or research related to profession or fieldInstructor utilizes subject-matter expertise to answer student questionsInstructor acts as role model for students entering professional workforce- can look like:Instructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress code expectations forprofessional fieldsInstructor handles crucial/difficult conversations with tact and empathyInstructor respectfully encourages divergent thinking and expression of alternate opinionsInstructor manages class behavior to ensure all students have the opportunity to meet learning objectivesInstructor adheres to copyright guidelinesInstructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one another----------------------------------------------------------------------------------------------------------------------------------------------------------------(Continued on next page)
  7. 7. Critical Friend Observation Reference Sheet (Ground Class)Instructor Encourages Critical Thinking- can look like:Instructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’s Taxonomy and toengage multiple studentsInstructor allows opportunities for students to answer each other’s questionsInstructor encourages creation and use of graphic organizersInstructor asks students to compare new content to experiences and prior knowledgeInstructor embeds opportunities for processing, application and evaluation of new concepts immediately following introduction ofnew contentInstructor uses real world scenarios or case studies whenever possible to help students see practical application of lessonInstructor encourages problem solving exercises for studentsInstructor Designs Lessons that Incorporate Instructional Best Practices- can look like:Instructor posts an agenda and lesson objectivesInstructor begins class with a “hook”Instructor’s voice is audibleInstructor balances direct teaching with student-driven learning activitiesInstructor varies teaching strategies to allow students to exercise various learning stylesLesson is logically organized and chunked into intervals not longer than 20 minutesLesson moves forward at comfortable pace for learnersInstructor allows ample time for student questions and commentaryInstructor uses technology to enhance learningInstructor uses visual or instructional aids when possible to promote student understanding of ambiguous conceptsInstructor presents/explains complex concepts in an alternate way when/if students are confusedInstructor uses both formative and summative assessment techniques to assess progress toward meeting lesson objectivesInstructor uses objectives at the end of class to assess progress toward meeting goalsInstructor closes class with a cliff hanger or preview of upcoming lesson(s)Instructor Attitude- can look like:Instructor demonstrates enthusiasm/passion for topics and teachingInstructor allows learning to occur through mistakesInstructor exercises appropriate humorInstructor shows concern for student success--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Builds Relationships with Students- can look like:Instructor regularly uses students names to personalize learning and engage studentsInstructor makes eye contact with all students regularlyInstructor employs and encourages active listening techniquesInstructor moves about the roomInstructor values and respects individual differencesInstructor recognizes and validates student contributions to learningInstructor respectfully addresses code of conduct issuesInstructor is flexible and accommodating to individual student needsInstructor maintains professional boundaries with students
  8. 8. Advisory Observation Form – Classroom ObservationInstructor Name: 0T Course Name: 0TObserved By:Date/Time of Observation: Rating Scale:Y- Observed desired behaviorsS- Observed some desired behaviorsN– Did not observe desired behaviors though there was opportunity to implement themN/A = No opportunity for observation of desired behaviors Time Management: Desired Behaviors Observed?Instructor Promptness looks like:Instructor present in classroom prior to scheduled start timeInstructor begins and ends class on time (including breaks if appropriate)Observer Comments About Promptness0TInstructor Preparation- looks like:Instructor has all materials and resources ready prior to the start of class including troubleshooting any technology to beincorporated into lessonLesson plan for class has been submitted or is on fileInstructor brings answers/resources to address pending student questions from prior classesInstructor balances activities with content coverageObserver Comments About Preparation0TInstructor Initiative- looks like:Instructor previews upcoming assignments and projectsInstructor provides rubrics for upcoming assignments and projectsInstructor provides realistic but flexible time frames for all components of the lesson and for completion of tasksInstructor provides update on availability for extra helpObserver Comments About Initiative0TRecognition:0TIdeas or Advice:0T Meets Student Needs Desired Behaviors Observed?Instructor Enables Learners to Direct their Own Learning- looks like:Instructor stimulates discussion
  9. 9. Instructor encourages all students to actively engage in discussions related to contentInstructor provides opportunities for students to work in groups or with peersInstructor provides choice to students whenever possible and appropriateObserver Comments About Student-Directed Learning:0TInstructor Encourages Learners to Link New Content to Existing Knowledge or Experience- looks like:Instructor assesses student level of knowledge prior to the learning experienceInstructor encourages sharing of and validates students’ prior knowledge and real life experiences as related tolessons and new contentObserver Comments About Connecting New Concepts to Existing Knowledge and Experience:0TInstructor Communicates/Demonstrates Relevance for New LearningInstructor helps students connect new knowledge and skills to career and educational goalsInstructor connects agenda items to lesson objectivesInstructor relates new concepts to larger course and/or program goalsObserver Comments about Relevance of New Learning:0TInstructor demonstrates mastery in fieldInstructor references current events or research related to profession or fieldInstructor utilizes subject-matter expertise to answer student questionsObserver Comments about Mastery In Field:0TInstructor acts as role model for students entering professional workforceInstructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress codeexpectations for professional fieldsInstructor handles crucial/difficult conversations with tact and empathyInstructor respectfully encourages divergent thinking and expression of alternate opinionsInstructor manages class behavior to ensure all students have the opportunity to meet learning objectivesInstructor adheres to copyright guidelinesInstructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one anotherObserver Comments about Role Modeling:Recognition:0TIdeas or Advice:0T Instructional Methodology Desired Behaviors Observed?Instructor Encourages Critical ThinkingInstructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’sTaxonomy and to engage multiple studentsInstructor allows opportunities for students to answer each other’s questionsInstructor encourages creation and use of graphic organizersInstructor asks students to compare new content to experiences and prior knowledgeInstructor embeds opportunities for processing, application and evaluation of new concepts immediately followingintroduction of new contentInstructor uses real world scenarios or case studies whenever possible to help students see practical application oflessonInstructor encourages problem solving exercises for studentsObserver Comments about Critical Thinking:0TInstructor Designs Lessons that Incorporate Instructional Best Practices
  10. 10. Instructor posts an agenda and lesson objectivesInstructor begins class with a “hook”Instructor’s voice is audibleInstructor balances direct teaching with student-driven learning activitiesInstructor varies teaching strategies to allow students to exercise various learning stylesLesson is logically organized and chunked into intervals not longer than 20 minutesLesson moves forward at comfortable pace for learnersInstructor allows ample time for student questions and commentaryInstructor uses technology to enhance learningInstructor uses visual or instructional aids when possible to promote student understanding of ambiguousconceptsinstructor presents/explains complex concepts in an alternate way when/if students are confusedInstructor uses both formative and summative assessment techniques to assess progress toward meeting lessonobjectivesInstructor uses objectives at the end of class to assess progress toward meeting goalsInstructor closes class with a cliff hanger or preview of upcoming lesson(s)Observer Comments About Use of Best Practices:0TInstructor AttitudeInstructor demonstrates enthusiasm/passion for topics and teachingInstructor allows learning to occur through mistakesInstructor exercises appropriate humorInstructor shows concern for student successObserver Comments About Instructor Attitude:0TRecognition:0TIdeas or Advice:0T Student-Instructor Rapport Desired Behaviors Observed?Builds Relationships with Students- looks like:Instructor regularly uses students names to personalize learning and engage studentsInstructor makes eye contact with all students regularlyInstructor employs and encourages active listening techniquesInstructor moves about the roomInstructor values and respects individual differencesInstructor recognizes and validates student contributions to learningInstructor respectfully addresses code of conduct issuesInstructor is flexible and accommodating to individual student needsInstructor maintains professional boundaries with studentsObserver Comments About Classroom Relationships:0TRecognition:0TIdeas or Advice:0TInstructor signature 0T Date: 0T
  11. 11. Critical Friend (Faculty for Faculty) Observation Form – Classroom ObservationInstructor Name:0TCourse Name: 0T Date and Time of Observation:0TDesired Instructor Behavior Observer Comments Promptness When… 0TTime Management Idea(s) to Try… 0T Preparation When… 0T Idea(s) to Try… 0T Initiative When… 0T Idea(s) to Try… 0T Enables adults to direct their own When… learning 0T Idea(s) to Try…Meets Student Needs 0T Encourages adults to link new When… content to existing knowledge or 0T experience Idea(s) to Try… 0T Communicates/Demonstrates When… Relevance for New Learning 0T Idea(s) to Try… 0T Role Model When…
  12. 12. Desired Instructor Behavior Observer Comments 0T Idea(s) to Try… 0T Encourages Critical Thinking When… 0TInstructional Methodology Idea(s) to Try… 0T Incorporates Instructional Best When… Practices 0T Idea(s) to Try… 0T Maintains Positive Attitude When… 0T Idea(s) to Try… 0T Builds Relationships with When…Rapport Students 0T Idea(s) to Try… 0TObserver Name:0TAdditional Comments/Feedback:0T
  13. 13. Supervisory Observation Form – Classroom ObservationInstructor Name: 0T Course Name: 0TDate/Time of Observation:Observed by:Rating Scale:3 = Additional Desired Behaviors Observed (Exceeds Expectations)2 = Desired Behaviors Observed (Meets Expectations)1 = Some Desired Behaviors Observed (Coaching Encouraged – follow up activities defined in Development Plan)0 = Desired Behaviors not Observed - though there was opportunity to implement them(Concentrated Coaching Required- Follow upactivities defined in development plan)N/A = No opportunity for observation of desired behaviors Time Management: Desired Behaviors RatedInstructor Promptness looks like: N/AInstructor present in classroom prior to scheduled start timeInstructor begins and ends class on time (including breaks if appropriate)Observer Comments About Promptness0TInstructor Preparation- looks like: N/AInstructor has all materials and resources ready prior to the start of class including troubleshooting any technology to beincorporated into lessonLesson plan for class has been submitted or is on fileInstructor brings answers/resources to address pending student questions from prior classesInstructor balances activities with content coverageObserver Comments About Preparation0TInstructor Initiative- looks like: N/AInstructor previews upcoming assignments and projectsInstructor provides rubrics for upcoming assignments and projectsInstructor provides realistic but flexible time frames for all components of the lesson and for completion of tasksInstructor provides update on availability for extra helpObserver Comments About Initiative0TRecognition:0TGoal(s) and Action Item(S):0T 1
  14. 14. Meets Student Needs Desired Behaviors RatedInstructor Enables Learners to Direct their Own Learning – looks like: N/AInstructor stimulates discussionInstructor encourages all students to actively engage in discussions related to contentInstructor provides opportunities for students to work in groups or with peersInstructor provides choice to students whenever possible and appropriateObserver Comments About Student-Directed Learning:0TInstructor Encourages Learners to Link New Content to Existing Knowledge or Experience N/AInstructor assesses student level of knowledge prior to the learning experienceInstructor encourages sharing of and validates students’ prior knowledge and real life experiences as related tolessons and new contentObserver Comments About Connecting New Concepts to Existing Knowledge and Experience:0TInstructor Communicates/Demonstrates Relevance for New Learning N/AInstructor helps students connect new knowledge and skills to career and educational goalsInstructor connects agenda items to lesson objectivesInstructor relates new concepts to larger course and/or program goalsObserver Comments about Relevance of New Learning:0TInstructor demonstrates mastery in field N/AInstructor references current events or research related to profession or fieldInstructor utilizes subject-matter expertise to answer student questionsObserver Comments about Mastery In Field:0TInstructor acts as role model for students entering professional workforce N/AInstructor well-groomed and dressed in accordance with dress-code for Harrison College and with dress codeexpectations for professional fieldsInstructor handles crucial/difficult conversations with tact and empathyInstructor respectfully encourages divergent thinking and expression of alternate opinionsInstructor manages class behavior to ensure all students have the opportunity to meet learning objectivesInstructor adheres to copyright guidelinesInstructor demonstrates respect for individuals by not interrupting or allowing students to interrupt one anotherObserver Comments about Role Modeling:0TRecognition:0TGoal(s) and Action Item(s):0T Instructional Methodology Desired Behaviors RatedInstructor Encourages Critical Thinking N/AInstructor uses a variety of questions and questioning techniques designed to reflect multiple levels of Bloom’sTaxonomy and to engage multiple studentsInstructor allows opportunities for students to answer each other’s questionsInstructor encourages creation and use of graphic organizers 2
  15. 15. Instructor asks students to compare new content to experiences and prior knowledgeInstructor embeds opportunities for processing, application and evaluation of new concepts immediatelyfollowing introduction of new contentInstructor uses real world scenarios or case studies whenever possible to help students see practical applicationof lessonInstructor encourages problem solving exercises for studentsObserver Comments about Critical Thinking:0TInstructor Designs Lessons that Incorporate Instructional Best Practices N/AInstructor posts an agenda and lesson objectivesInstructor begins class with a “hook”Instructor’s voice is audibleInstructor balances direct teaching with student-driven learning activitiesInstructor varies teaching strategies to allow students to exercise various learning stylesLesson is logically organized and chunked into intervals not longer than 20 minutesLesson moves forward at comfortable pace for learnersInstructor allows ample time for student questions and commentaryInstructor uses technology to enhance learningInstructor uses visual or instructional aids when possible to promote student understanding of ambiguousconceptsinstructor presents/explains complex concepts in an alternate way when/if students are confusedInstructor uses both formative and summative assessment techniques to assess progress toward meeting lessonobjectivesInstructor uses objectives at the end of class to assess progress toward meeting goalsInstructor closes class with a cliff hanger or preview of upcoming lesson(s)Observer Comments About Use of Best Practices:0TInstructor Attitude N/AInstructor demonstrates enthusiasm/passion for topics and teachingInstructor allows learning to occur through mistakesInstructor exercises appropriate humorInstructor shows concern for student successObserver Comments About Instructor Attitude:0TRecognition:Goal(s) and Action Item(s):0T Student-Instructor Rapport Desired Behaviors RatedBuilds Relationships with Students N/AInstructor regularly uses students names to personalize learning and engage studentsInstructor makes eye contact with all students regularlyInstructor employs and encourages active listening techniquesInstructor moves about the roomInstructor values and respects individual differencesInstructor recognizes and validates student contributions to learningInstructor respectfully addresses code of conduct issuesInstructor is flexible and accommodating to individual student needsInstructor maintains professional boundaries with students 3
  16. 16. Observer Comments About Classroom Relationships:0TRecognition:0TGoal(s) and Action Item(s):0TRating Scale:3= Exceeds Expectations2= Meets Expectations1= Developing - Additional Coaching Encouraged0 =Focused Coaching/Support RequiredOverall Rating: Time Management N/AOverall Rating: Meets Student Needs N/AOverall Rating: Instructional Best Practices N/AOverall Rating: Student-Instructor Rapport N/AAverage Rating – Overall Assessment RATING COMMENTS: N/A 0TInstructor Signature:0T Date:0T 4
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