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TimestampHow do you ensure that the behaviors in the classroom matches the rating of the behaviors? What ratings areas do you need assistance with?
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4/3/2012 7:50:09DOCUMENTATION/ARTIFACTS! Notes from walk throughs, notes from conversations with teacher,No Assistance Needed
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4/3/2012 7:52:27alot for proper time during observations and offer suggestions to assist teacher in their development.Standard 5, Standard 6
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4/3/2012 7:52:29Walk-throughs, discussions with the teacher, participation in PLCs, collection of evidenceStandard 6
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4/3/2012 10:53:13Ongoing monitoringStandard 2
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4/3/2012 10:53:19Constant walkthroughs and feedback; observations and conversations; look for consistency; blitzStandard 6
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4/3/2012 10:53:39*ask to see artifacts or evidences
*have coversation with the teacher
*collect more evidence--complete walkthroughs, informal observations, conferences with the teacher
*ask the students what they are learning, how they are learning it and if they know what they are suppose to learn
Standard 6
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4/3/2012 10:53:42constant walkthroughs, formal eval should match informal evalStandard 3
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4/3/2012 10:54:10walk throughs - pre and post conferences - modeling at PLC's - peer conversations - student surveys based on expectationStandard 6
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4/3/2012 10:54:27Having teachers complete an activity just like the one we just completed will help to develop a common view of what it looks like to be proficient in an area of teaching. It will also help to be honest and transparent with teachers, holding high expectations and by explaining that the teacher evaluation instrument is a growth tool.Standard 1, Standard 6
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4/3/2012 10:54:33specific evidences that exhibit all behaviors of the elements throughout the school year on a daily basisNo Assistance Needed
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4/3/2012 10:54:35Make sure that we use observed behaviors rather than our feelings. Stay true to the rubic. No Assistance Needed
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4/3/2012 10:54:47To ensure that the behaviors in the classroom matches the reating of the behavior, students must be actively engaged, differentiation, and clear evidence that students are learning and their specific needs are met.Standard 4
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6/8/2012 15:37:48b nbjbmvStandard 1
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6/8/2012 15:38:56fgsdgStandard 3
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8/7/2012 13:13:01I make sure that I am meeting regularly with my admin team to discuss behaviors we are seeing in the classroom.Standard 3, Standard 4
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8/7/2012 13:13:20I think that it is important to understand what the standard is asking for and each substandard. The only way you can justify your rating is by ensuring that it is aligned to the requirements of the standards.Standard 3, Standard 4
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8/7/2012 13:14:18I communicate with the teacher during the post conference and ask questions about specific behaviors for clarity.Standard 3, Standard 4
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8/7/2012 13:14:19Post Conference Questions
Artifacts
Regular walkthroughs
Informal/Formal conversations
Standard 3, Standard 4
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8/7/2012 13:14:52One example- Using an administrative guide that list behaviors that are consistent with the rating. This ensures that all administrators are on the same page. No Assistance Needed
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8/7/2012 13:15:08Leading with questions for clarity and gaining clear expectations. Analyze and utilize behavioral data to make sure they align.Standard 4
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8/7/2012 13:15:14Frequent monitoring and consistent communicationNo Assistance Needed
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8/7/2012 13:15:19Look for behaviors that match descriptorsStandard 4
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8/7/2012 13:15:39Walk Through Data
PLC Discussions
Schoolwide PD
Standard 4
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8/7/2012 13:15:46Clear understanding up front of expectations; Multiple Observations by Multiple Observers (formal and informal); post conference should be a detailed dialogue between observer and teacher - probing questionsStandard 3, Standard 4, Standard 6
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8/7/2012 13:16:10I make sure that I am meeting regularly with my admin team to discuss behaviors we are seeing in the classroom.Standard 3, Standard 4
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8/7/2012 13:16:28Review of artifacts, consistent informal walk-throughsStandard 4
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8/7/2012 13:18:11Discuss the characteristics and qualities you are looking for in the classroom as a staff so everyone is on the same page. Show clips like this and then rate them. *Have multiple observers. Know how those coincide with the rating scale. Also, be aware of the time constraints. Ex. You may not see everything in 15min vs. 45min - an hour. No Assistance Needed
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8/7/2012 13:18:28Sharing the look for document with all teachers that specify the difference between the various raters. No Assistance Needed
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8/7/2012 13:18:30walk throughs, evaluation, communication, raw scripting before the observationNo Assistance Needed
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8/7/2012 13:18:32staff development, training, pre-obs conference, give samples of what it would look like in the classroom, encourage PLC's to share withing the content area.Standard 3
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