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Sda for pen
The document outlines the development of a teacher assessment process at Park Day School, addressing the need for systematic evaluation and support for educators. It emphasizes the importance of goal-setting, mentorship, and critical reflection for teachers at different career stages, along with a framework for collaboration and feedback. The plan aims to align with the school's philosophy while being responsive to the individual needs of teachers.
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Sda for pen
- 1. SDA: Support, Developmentand Assessment Park Day School, Oakland, CA: Karen Colaric and Susan Lee PEN 2011
- 2. Teacher Assessment What doyou think of when you hear the word “teacher assessment”?
- 3. Background Assessment committee focused onadmin jobs Annual Parent Program Survey Annual Goal Setting meeting Lesson Study Partnerships Employee Handbook: trial and established teachers
- 4. Problem Statement ParkDay 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. What are yourneeds? Why are you here?
- 6. Philosophical Underpinnings Usefuland 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. Annual all teachers Fallgoal setting meeting Advisory and Mentorship for new teachers by current Self assessment based on teachers mission statement Classroom visits from LS & MS Directors at least twice a year Annual parent survey Parent survey feedback meeting Professional development log
- 8. Annual Goal Setting Meetwith Head of School Time given at annual retreat and LS or MS Director Shared with a colleague Three professional goals Time to reflect in spring selected by teacher One institutional goal related to theme for year Achievable and relevant Action plan & timeline
- 9. Action plan forgoals Goal Action Plan Resources Support Allies/Obstacles Reflection Self-assessment
- 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. Trial Teachers Any newhire @ PDS Personnel Committee de- brief in December with Orientation on teacher progressive education & reading Consultation with advisor Advisor and mentor if Personnel committee requested February follow up: discuss status for next Personnel Committee year formed March status decision to teacher
- 12. Established Teacher Options Critical Reflection Process Research/Project Option SDA rotation chart
- 13. Critical Reflection Process •Team meeting #1: identify / refine area of inquiry using questioning protocol •Optional general classroom visit •Team members observe using feedback form •Team meeting #2: “ladder of feedback”
- 14. Questioning Protocol Teacher beginsprocess in annual goal setting meeting Teacher meets with team to refine question 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. 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. Ladder of Feedback Clarify:Are there aspects of the lesson that you don’t believe you’ve understood? Value: What did you see in the class that you find to be particularly impressive, innovative, strong or noteworthy? Raise Questions & Concerns, & Give Suggestions Thank: How has observing and giving feedback enhanced your own learning?
- 17. Critical Reflection Process, cont. •Second observation by team members •Second ladder of feedback •Reflection on process/goals/ inquiry •Final meeting with Head of School & LS or MS Director
- 18. What makes a teacher successful at your school? Brainstorm
- 19. Successful Teacher Characteristics Affective Education and Social Emotional Development Effective Learning Environment Curriculum Development Communication Contributions to School
- 20. Sample Characteristics Promotes communitybuilding in Creates curriculum that the classroom and encourages emphasizes process over the development of empathy, product. compassion and conflict Maintain communication with resolution skills in each student. support staff for individual Clearly outlines, maintains and children both inside and outside promotes student investment in the school community. classroom procedures, routines, Regularly attends and systems and expectations participates actively as a member of at least one governance committee.
- 21. Research/Project Option Self-assessment/reflection Project orinformal research selected Teacher provides project/research and action plan Work alone or as part of a PLC Head of School & LS or MS Director visit classroom & debrief Choose relevant documentation method Share project and conclusions with staff, final debrief with supervisors Keep on file at school
- 22. Presentation to staff Earlyvision and timeframe announced Informal updates while drafting Series 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. Sample SDA Projects Julie,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. Julie’s Outcomes Helped metap into Allowed them to be individual kids in more verbal and gave terms of learning them license to be styles. creative Helped new kids who Saw improvement as a were not as strong result of the writers. processing we did together and group feedback
- 25. Sample SDA Projects Amida,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. Amida, cont. Classroom lessons developedprior to work in Nature Zone Nature pictures with theme of change Andy Goldsworthy art: change and seasons
- 28. Amida’s Outcomes Sense ofcommunity evolved Spectrum of kids needs/responses to nature closed somewhat Vocabulary and experiences related to change reassuring for them Subtle impact on other areas of the classroom Kids developed interest in balance & bridges and focused there
- 29. Sample SDA Projects Susan,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
- 30. Susan’s Outcomes Helped metailor Provided me an reading materials invaluable opportunity provided for each to meet/brainstorm child during their ideas with other animal research teachers projects Allowed me to think deeply about my teaching practice - why and what
- 31. Participant feedback Kris, 4th:“Picked Susan, 1st: “A safe, challenging topic, rewards supportive process; a felt next year with program wonderful time-out, pause changes.” to reflect on one’s own teaching.” Jenny, art: “Appreciated formality of process; never Bob, 4th: “Impressed with felt intimidated . . . process & work of supportive and helpful.” committee. Fraught with peril but worked well.”
- 32. Participant feedback Julie, 5th:“Process reflects Tom, Head of School: our school and community. “Appreciated chance to Genuine and helpful.” participate. Good match for us and for newer and Amida, K: “Received veteran teachers.” feedback I can work with years into the future.”
- 33. Teacher Assessment Summary All Teachers SDA 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
- 34. Where are wenow? Living process, continuing evaluation Piloting research project option Adding visits Other: admin/middle school
- 35. Q & A/ Discussion