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   Leading by Example :Building  a More Positive Relationship between Teachers and Administrators by Akevy Greenblatt @ake...
Intoduction <ul><li>All too real unfortunately </li></ul><ul><li>  </li></ul><ul><li>http://www.youtube.com/watch?v=sDlaf7...
Models of Leadership <ul><li>Old or Traditional Model </li></ul><ul><ul><li>Top down </li></ul></ul><ul><ul><li>do it beca...
How Do We Create this New Relationship <ul><ul><li>  Lead by Example- model what you want </li></ul></ul><ul><ul><li>Put y...
Teacher Evaluations <ul><ul><li>Role of Admin in the process </li></ul></ul><ul><ul><li>Two way Communication </li></ul></...
Methods of Evaluations Kim Marshall Rubric
Teacher Evaluation Rubric   By Kim Marshall                                                           <ul><li>  </li></ul>...
<ul><li>  </li></ul><ul><ul><li>   Evaluation conferences are greatly enhanced if the principal and teacher fill out the r...
Contact information <ul><li>email: rabbigreenblatt@gmail.com  </li></ul><ul><li>Twitter: @akevy613 </li></ul><ul><li>Web a...
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Leading by example_building_a_more_positive_r

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Leading by example_building_a_more_positive_r

  1. 1.   Leading by Example :Building  a More Positive Relationship between Teachers and Administrators by Akevy Greenblatt @akevy613   
  2. 2. Intoduction <ul><li>All too real unfortunately </li></ul><ul><li>  </li></ul><ul><li>http://www.youtube.com/watch?v=sDlaf7-JJ14 </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  3. 3. Models of Leadership <ul><li>Old or Traditional Model </li></ul><ul><ul><li>Top down </li></ul></ul><ul><ul><li>do it because I said so </li></ul></ul><ul><ul><li>looking for the bad  </li></ul></ul><ul><ul><li>No Trust </li></ul></ul><ul><ul><li>Boss- Employee </li></ul></ul><ul><ul><li>Very little buy in  </li></ul></ul><ul><ul><li>Does not Empower </li></ul></ul><ul><li>Outcome : very rigid  very defined lines </li></ul><ul><li>New Model </li></ul><ul><ul><li>more collaborative </li></ul></ul><ul><ul><li>lets do it together/conversation </li></ul></ul><ul><ul><li>get's buy in  </li></ul></ul><ul><ul><li>build on trust  </li></ul></ul><ul><ul><li>Empowers others </li></ul></ul><ul><ul><li>Team approach </li></ul></ul><ul><ul><li>looks for growth  </li></ul></ul><ul><ul><li>based on feedback </li></ul></ul><ul><li>Outcome: Produces teacher leaders </li></ul>
  4. 4. How Do We Create this New Relationship <ul><ul><li>  Lead by Example- model what you want </li></ul></ul><ul><ul><li>Put yourself on the &quot;hot seat&quot; </li></ul></ul><ul><ul><li>Encourage risk taking </li></ul></ul><ul><ul><li>Have open lines of two way communication </li></ul></ul><ul><ul><li>Give space and freedom - Empower your teachers </li></ul></ul><ul><ul><li>Listen more Talk Less </li></ul></ul>
  5. 5. Teacher Evaluations <ul><ul><li>Role of Admin in the process </li></ul></ul><ul><ul><li>Two way Communication </li></ul></ul><ul><ul><li>Teacher Feedback  </li></ul></ul><ul><ul><li>Purpose /Goal   </li></ul></ul><ul><li>        Growth </li></ul><ul><li>       Student Growth  </li></ul><ul><li>        Need to be looking at the whole classroom  </li></ul><ul><li>http://youtu.be/TIhNmYraXR0http://youtu.be/TIhNmYraXR0 </li></ul>
  6. 6. Methods of Evaluations Kim Marshall Rubric
  7. 7. Teacher Evaluation Rubric By Kim Marshall                                                          <ul><li>  </li></ul>1. These rubrics are organized around six domains covering all aspects of a teacher’s job performance: A. Planning and Preparation for Learning B. Classroom Management C. Delivery of Instruction D. Monitoring, Assessment, and Follow-Up E. Family and Community Outreach F. Professional Responsibilities The rubrics use a four-level rating scale with the following labels: 4 – Highly Effective 3 – Effective 2 – Improvement Necessary 1- Does Not meet Standards
  8. 8. <ul><li>  </li></ul><ul><ul><li>   Evaluation conferences are greatly enhanced if the principal and teacher fill out the rubrics in advance, then meet and compare scores one page at a time. The principal has the final say, of course, but the discussion should aim for consensus based on actual evidence of the more accurate score for each criterion. Principals should go into the evaluation process with some humility since they can’t possibly know everything about a teacher’s instructional activities, interactions with other teachers, parent outreach, and professional growth. Similarly, teachers should be open to feedback from someone with an outside perspective who has been in their classroom numerous times. </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Some principals sugar-coat criticism and give inflated scores so as not to hurt feelings. This does not help teachers improve. The kindest thing a principal can do for an under performing teacher is give candid, evidence-based feedback, listen to the teacher’s concerns, and provide robust follow-up support. </li></ul></ul><ul><li>Based on Kim Marshall's rubric </li></ul>
  9. 9. Contact information <ul><li>email: rabbigreenblatt@gmail.com  </li></ul><ul><li>Twitter: @akevy613 </li></ul><ul><li>Web address: agreenblatt.blogspot.com- “Principal's  Post” </li></ul><ul><li>                       akevygreenblatt.edublogs.org “Beyond the Classroom Walls” </li></ul>

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