Sda for pen

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Karen Colaric and Susan Lee presented this process in use at Park Day School in Oakland, CA. The SDA process (Support, Development and Assessment) for teachers was created by a committee led by the lower school director, Karen, and a group of teachers at PDS, including Susan. It is intended to appropriately acknowledge and celebrate the work of teachers and to promote their continued growth. This process is useful and relevant for teachers and a philosophical fit for progressive schools.

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  • Sda for pen

    1. 1. SDA: Support, Development and Assessment Park Day School, Oakland, CA: Karen Colaric and Susan Lee PEN 2011
    2. 2. Teacher AssessmentWhat do you think of whenyou hear the word “teacherassessment”?
    3. 3. BackgroundAssessment committeefocused on admin jobsAnnual Parent ProgramSurveyAnnual Goal Setting meetingLesson Study PartnershipsEmployee Handbook: trialand established teachers
    4. 4. Problem Statement Park Day School has some systems in place for the support, professional development and assessment of teachers, such as goal setting, mentoring, advising and an annual parent survey. We also have established classifications for teachers (trial employee, established employee and employee under review). However, criteria for successful and effective teaching has not been established, nor is there a process for periodic, comprehensive assessment of teachers at the various stages of their career. A plan is needed that is a match for us philosophically in our work with students, manageable and responsive to the needs of individual teachers.
    5. 5. What are your needs?Why are you here?
    6. 6. Philosophical Underpinnings Useful and relevant for Meets needs of new hires and teachers veteran teachers Collaborative Differentiation for teacher learning styles/needs: user Documentation without friendly oppression Oral and written feedback Mirrors our work with students Considerations of time Build from processes in place Three - five year rotation
    7. 7. Annual all teachersFall goal setting meeting Advisory and Mentorship for new teachers by currentSelf assessment based on teachersmission statementClassroom visits from LS & MSDirectors at least twice a yearAnnual parent surveyParent survey feedback meetingProfessional development log
    8. 8. Annual Goal SettingMeet with Head of School Time given at annual retreatand LS or MS Director Shared with a colleagueThree professional goals Time to reflect in springselected by teacherOne institutional goalrelated to theme for yearAchievable and relevantAction plan & timeline
    9. 9. Action plan for goalsGoalAction PlanResourcesSupportAllies/ObstaclesReflectionSelf-assessment
    10. 10. Considerations Teachers participate in selection of teacher team members Cross grade & disciplines Scheduling and time Specialist teachers need process to begin later in year Guinea pigs Dual role or experience first
    11. 11. Trial TeachersAny new hire @ PDS Personnel Committee de- brief in December withOrientation on teacherprogressive education &reading Consultation with advisorAdvisor and mentor if Personnel committeerequested February follow up: discuss status for nextPersonnel Committee yearformed March status decision to teacher
    12. 12. Established Teacher Options Critical Reflection Process Research/Project Option SDA rotation chart
    13. 13. Critical Reflection Process•Team meeting #1: identify /refine area of inquiry usingquestioning protocol•Optional general classroom visit•Team members observe usingfeedback form•Team meeting #2: “ladder offeedback”
    14. 14. Questioning ProtocolTeacher begins process in annual goalsetting meetingTeacher meets with team to refinequestion of inquiry: Why is this question personally and professionally important to you? What direct connections to student learning can we identify? What needs clarifying? What assumptions are present? How will you go about answering this question? How can we help?
    15. 15. Sample Inquiries Art: Is there a balance between teacher direction and student discovery/ creativity? First: What can I do to get the kids to respond to the program and each other in ways that help them be independent? Third: How can I support each individual child in his/her writing development? Fourth: How can I improve my spelling program to provide deeper experiences with spelling for the whole group and the children most in need?
    16. 16. Ladder of FeedbackClarify: Are there aspects of thelesson that you don’t believe you’veunderstood? Value: What did you see in the classthat you find to be particularlyimpressive, innovative, strong ornoteworthy?Raise Questions & Concerns, &Give SuggestionsThank: How has observing andgiving feedback enhanced your ownlearning?
    17. 17. Critical Reflection Process, cont.•Second observation by teammembers•Second ladder of feedback•Reflection on process/goals/inquiry•Final meeting with Head ofSchool & LS or MS Director
    18. 18. What makes a teachersuccessful atyour school? Brainstorm
    19. 19. Successful Teacher Characteristics Affective Education and Social Emotional Development Effective Learning Environment Curriculum Development Communication Contributions to School
    20. 20. Sample CharacteristicsPromotes community building in Creates curriculum thatthe classroom and encourages emphasizes process overthe development of empathy, product.compassion and conflict Maintain communication withresolution skills in each student. support staff for individualClearly outlines, maintains and children both inside and outsidepromotes student investment in the school community.classroom procedures, routines, Regularly attends andsystems and expectations participates actively as a member of at least one governance committee.
    21. 21. Research/Project OptionSelf-assessment/reflectionProject or informal research selectedTeacher provides project/research and action planWork alone or as part of a PLCHead of School & LS or MS Director visit classroom & debriefChoose relevant documentation methodShare project and conclusions with staff, final debrief with supervisorsKeep on file at school
    22. 22. Presentation to staffEarly vision and timeframe announcedInformal updates while draftingSeries of meetings to discuss, gather feedback,amend--all scheduled History, problem statement, statement of purpose & philosophical underpinnings Qualities of a successful PDS teacher Catchball feedback on all aspects of plan Decision meeting
    23. 23. Sample SDA ProjectsJulie, fifth grade teacher How can I more effectively Also introduced Connection, implement TfU in the Appreciation, Suggestion routine during writer’s workshop process aspect of my session writing program? Crucial for them to learn to give Modified See, Think, Wonder more effective critical feedback. thinking routine to: I read/hear, I connect, I think, I would change.
    24. 24. Julie’s OutcomesHelped me tap into Allowed them to beindividual kids in more verbal and gaveterms of learning them license to bestyles. creativeHelped new kids who Saw improvement as awere not as strong result of thewriters. processing we did together and group feedback
    25. 25. Sample SDA ProjectsAmida, kindergarten teacher How can I better prepare Two philosophical bases: students for their experience Sense of place to reduce in the Create with Nature anxiety and be Zone? meaningfully connected to To inspire students to look at nature nature in a certain way--to see Experience non- the building blocks nature permanence and work provides and use them communally, share artistically, and to connect to the natural world emotionally. Reduce weaponizing/violence
    26. 26. Amida, cont.Classroom lessonsdeveloped prior to workin Nature ZoneNature pictures withtheme of changeAndy Goldsworthy art:change and seasons
    27. 27. Amida’s OutcomesSense of community evolvedSpectrum of kids needs/responsesto nature closed somewhatVocabulary and experiencesrelated to change reassuring forthemSubtle impact on other areas of theclassroomKids developed interest in balance& bridges and focused there
    28. 28. Sample SDA ProjectsSusan, second grade teacher How do I use reading I noticed that in that class of children, kids needed help finding assessment to help inform appropriate books - decided to do me about the appropriate three kid case studies “next” step or support? How was I going to assess the children? Would I need mini lessons? Decided to meet with individual children for reading conferences during independent reading time
    29. 29. Susan’s OutcomesHelped me tailor Provided me anreading materials invaluable opportunityprovided for each to meet/brainstormchild during their ideas with otheranimal research teachersprojects Allowed me to think deeply about my teaching practice - why and what
    30. 30. Participant feedbackKris, 4th: “Picked Susan, 1st: “A safe,challenging topic, rewards supportive process; afelt next year with program wonderful time-out, pausechanges.” to reflect on one’s own teaching.”Jenny, art: “Appreciatedformality of process; never Bob, 4th: “Impressed withfelt intimidated . . . process & work ofsupportive and helpful.” committee. Fraught with peril but worked well.”
    31. 31. Participant feedbackJulie, 5th: “Process reflects Tom, Head of School:our school and community. “Appreciated chance toGenuine and helpful.” participate. Good match for us and for newer and Amida, K: “Received veteran teachers.”feedback I can work withyears into the future.”
    32. 32. Teacher Assessment Summary All TeachersSDA Process Teachers Trial Teachers (every 3-5 years, rotation) Every Year • Fall Goal-setting • Progressive education Orientation Critical Reflection Process • Parent Survey Feedback • Classroom Visits from • Progressive education or + LS/MS Director Readings Research/Project Option • Self-assessment • Advisory and Mentorship for new teachers by current • Professional Development Log teachers • Personnel Committee • Classroom Visits from LS/MS Director
    33. 33. Where are we now?Living process, continuingevaluationPiloting research projectoptionAdding visitsOther: admin/middleschool
    34. 34. Q & A / Discussion

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