receive follow-up, feedback, and coaching are provided to support the effectiveness of professional learning. EVIDENCE: Being a Target teacher allows me to go into a variety of teachers’ classrooms and observe their teaching strategies. Many teachers are very successful with their behavior management, lesson summary, and assessments. Unfortunately, homeroom teachers are provided this opportunity. I have been informed there are no stipends our substitute pay for teachers to be absent from their classrooms to observe good teaching (B.Cohen, personal communication February 2, 2017). RECOMMENDATIONS: It is recommended that homeroom teachers are the opportunity to observe and take notes of the teaching habits” that occur in our building. A suggestion would be for para professionals and support staff to help with this “good possibility. Teachers can be out of their classroom observing collaborating teacher’s successful techniques, while a para professional or a support staff is working with the students in their homeroom. No paid substitutes would be necessary. Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and student learning Level 4 Level 3 Level 2 1 Exemplary Operational Emerging Not Evident Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the impact of professional learning impact of professional learning impact of professional learning impact of professional learning on staff practices and increases on staff practices and student on staff practices occurs on staff practices occurs rarely, in student learning occurs learning occurs routinely. sporadically. if ever. extensively. Evaluation results are used to identify and implement processes to extend student learning. EVIDENCE: The monitoring of professional development is completed through formative and non-formative walkthroughs. Administration will have a eye” on the reading strategies or leader ship lessons implemented through the teacher’s “watchful directed teaching as they walk through their classroom and post their observation on the Teacher Keys Effectiveness System (TKES). It is also monitored through the lesson plans teacher’s post online (Addison Elementary Strategic Plan, 2016).
receive follow-up, feedback, and coaching are provided to support the effectiveness of professional learning. EVIDENCE: Being a Target teacher allows me to go into a variety of teachers’ classrooms and observe their teaching strategies. Many teachers are very successful with their behavior management, lesson summary, and assessments. Unfortunately, homeroom teachers are provided this opportunity. I have been informed there are no stipends our substitute pay for teachers to be absent from their classrooms to observe good teaching (B.Cohen, personal communication February 2, 2017). RECOMMENDATIONS: It is recommended that homeroom teachers are the opportunity to observe and take notes of the “good teaching habits” that occur in our building. A suggestion would be for para professionals and support staff to help with this possibility. Teachers can be out of their classroom observing collaborating teacher’s successful techniques, while a para professional or a support staff is working with the students in their homeroom. No paid substitutes would be necessary. Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and student learning Level 4 Exemplary Level 3 Operational Level 2 Emerging 1 Not Evident Monitoring and evaluating the impact of professional learning on staff practices and increases in student learning occurs extensively. Evaluation results are used to identify and implement processes to extend student learning. Monitoring and evaluating the impact of professional learning on staff practices and student learning occurs routinely. Monitoring and evaluating the impact of professional learning on staff practices occurs sporadically. Monitoring and evaluating the impact of professional learning on staff practices occurs rarely, if ever. EVIDENCE: The monitoring of professional development is completed through formative and non-formative walkthroughs. Administration will have a “watchful eye” on the reading strategies or leader ship lessons implemented through the teacher’s directed teaching as they walk through their classroom and post their observation on the Teacher Keys Effectiveness System (TKES). It is also monitored through the lesson plans teacher’s post online (Addison Elementary Strategic Plan, 2016).