Podcasting Short Presentation At MAESP Spring Conference
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The document discusses using podcasting and other technologies for communication outreach by educators. It recommends that educators should be on the technological front lines and use blogging and websites to share news about their schools. It then provides examples of using tools like GarageBand, Audioboo, YouTube, and webpages to create audio and video podcasts to communicate with students and parents. The document encourages attendees to consider what audio or video tools they could use and rates different podcasting apps to gauge interest.
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This document provides an overview of a presentation on essentialism. The presentation teaches administrators how to prioritize their personal and professional responsibilities by focusing only on the essential tasks. It discusses key concepts from the book Essentialism including eliminating non-essentials, learning to say no, and defining clear goals and measures. Participants are guided through exercises to identify personal and professional priorities and create plans to achieve them by setting goals, measures, scoreboards and accountability methods. The overall summary is that the presentation teaches school leaders how to practice essentialism in their work and personal lives to achieve priorities and balance responsibilities more effectively.
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This document outlines Dr. Richard Voltz's protocol for teacher supervision and evaluation using the Danielson Model. The objectives are to collect and analyze data related to teaching domains, and use coaching strategies to improve instruction. The protocol involves 6 steps: 1) focusing observations on relevant domains; 2) gaining teacher buy-in; 3) changing the evaluation focus to student learning; 4) increasing observations; 5) emphasizing reflection; and 6) knowing when to take on coaching, mentoring, or directive roles. Key aspects include involving teachers, focusing on improvement not ratings, observing students more than teachers, and using reflective conversations after observations to set goals. The goal is to improve teaching through meaningful evaluation processes.
What are SLO's
This document provides information about Student Learning Objectives (SLOs) and their role in teacher evaluations under the Performance Evaluation Reform Act (PERA) in Illinois. It explains that PERA requires teacher evaluations to include both measures of teaching practice and student growth. Districts can choose to measure student growth using SLOs, which are academic goals that teachers set for their students at the start of a course. The document outlines the SLO process and requirements, such as selecting appropriate assessments and setting growth expectations. It also addresses common questions about implementing SLOs and using them for teacher evaluations.
Getting Serious About Teacher Evaluation
This document discusses Illinois' Performance Evaluation Reform Act (PERA) which established new teacher and principal evaluation systems to improve student achievement. It summarizes the key aspects of PERA including: the two-part evaluation system consisting of ratings for teacher practice and student growth; recommended evaluation frameworks and approaches to measuring student growth; legal requirements for evaluation frequency and types of assessments used to measure student growth. It also provides recommendations from Dr. Richard Voltz on effective implementation of teacher evaluations, including increasing observation frequency, emphasizing reflection, and ensuring evaluations focus on improvement rather than ratings.
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1. Collecting bargaining implications and determining reduction in force lists based on teacher performance ratings and seniority rather than just seniority.
2. Using student growth measures, which have many challenges and pitfalls unless implemented carefully through student learning objectives.
3. Determining how many teachers will be rated "Excellent" given the increased rigor of evaluations.
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This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
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iPad for administrators
The document discusses how administrators and teachers can use various internet-based tools and applications to improve instruction and student academic performance. It provides examples of how tools like Google Docs, Twitter, Facebook, and SurveyMonkey can be used for tasks like classroom evaluations, communication, strategic planning, and professional development. It also discusses using tablets and apps to enhance learning for students.
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ECRA local growth model
Value-added growth models are statistical models that quantify student academic growth and can be used for various purposes like setting individual student growth targets, incorporating student achievement in teacher evaluations, and documenting returns on investment for programs. The models project what a student's achievement would likely be based on prior performance and compares it to actual achievement to determine value-added impact. Growth percentiles express differences between projections and actuals as percentiles to identify at-risk students and examine teacher/program effectiveness. Multiple historical years of student achievement data are used to develop the models.
Successful Remediation of the Unsatisfactory Teacher
This document provides guidance and best practices for administrators in evaluating teachers and addressing unsatisfactory performance. It discusses the importance of frequent, unannounced classroom observations and follow-up feedback sessions. Recommendations include observing teachers at least 10 times per year, focusing on ineffective teachers, and basing end-of-year evaluations on ratings and student learning gains. The document also discusses strategies for dismissing poor teachers, ensuring evaluations are fair and consistent, and prioritizing instructional leadership over administrative tasks.
Education & Technology
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Podcasting Short Presentation At MAESP Spring Conference
- 2. Slides available at http://bit.ly/9A6cOU http://bit.ly/9A6cOU
- 3. Chatterous http://chatterous.com/iasa/ http://chatterous.com/iasa/ http://chatterous.com/iasa/
- 5. "If you are a thought leader and you are running a school system, then you should be technologically on the front lines and you should be the voice of that school system," she said. "I urge you to blog, to use the Web anyway that you can to get the great news about your schools out."
- 6. Google Yourself What are the results? What are the results?
- 9. Ustream video with your iPhone
- 11. Lead by example
- 12. Podcasting in Plain English
- 13. Why Podcast? x
- 15. Open GarageBand
- 22. You can insert pictures or slides behind your recording.
- 23. You can add music in the background and it will “duck” the audio.
- 24. You can upload to the Internet using iWeb.
- 28. Evergreen Park HS Uses Audioboo
- 30. Evergreen Park HS Uses YouTube YouTube YouTube
- 34. How would you use audio or video podcasting?
- 35. The “Original” Video Podcast
- 44. Student made Common Craft like video
- 47. Subscribe
- 48. RSS
- 57. Introduction to Web Page
- 59. Audacity - (You will have to learn by yourself, this is too hard and the reason I use a Mac)
- 61. Webpage for technology for administrators is http://iasa4u.ning.com Webpage containing tutorial for various technology functions is http://iasa.wikispaces .com Dr. Voltz Email rv [email_address]
- 62. [email_address]