tem observation software process

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July 13, 2011

T.E.M. OBSERVATION SOFTWARE



Mediasite



Purpose and Process

• To create a truly collaborative process between the educator,observer and evaluator in order to further develop aneducator’s tool set and performance. Utilizing an onlinesoftware package to streamline the process. All forms arecompleted in the Online Principal and Teacher Evaluation

Software.

• Steps

1. Self-Assessment

2. Initial Observation

3. Initial Post Conference Meetinga. Creation of Professional Growth and Support Plan

4. Observations (additional 3 (tenured) or 5 (non-tenured)

5. Post Conference Meeting to review Observation resultsand update PGSP



Forms

1. Self-Assessment (online form completed by theEducator)

2. Observation (iPad or online form, completed by the

Observer)

3. Professional Growth and Support Plan (online formcompleted together by the Principal or Assistant

Principal and the Educator)

4. Post Observation Conference Record (online formcompleted together by the Observer and the Educator)



Step 1: Self-Assessment

• Self-Assessment must be completed prior to the

educator’s first Post Observation Conference

1. Self-Scoring of the Rubric Indicators

a. Plan

b. Teach

c. Cultivate Learning Environment

d. Reflect

2. Comment upon Areas of Strength

3. Comment upon Areas of Weakness



Step 2: First Observation

• Completed by your Principal or Assistant Principal

– Who have been trained in the new MCS Teaching

and Learning Framework (Rubric)

• Based strictly upon the Indicators only under

the:

– Cultivate a Learning Environment

– Teach



Step 3: Initial Post Observation

Conference

• Completed with your Principal or Assistant Principal,

who completed your initial Observation

• Post Observation Conferences must be held

within 7 days of the Observation, per state policy.

• Based strictly upon the Indicators only under the: – Cultivate a Learning Environment

– Teach



Step 4: Collaboratively Create the

Professional Growth and Support Plan

• Completed with your Principal or Assistant Principal

• Based strictly upon the Rubric’s indicators

• Select two to four Indicators that both you andyour evaluator agree could be improved. – Detail your specific growth goals related to the

Indicator selected for improvement. – Describe your planned actions to achieve the goals

– Detail the Administrative support that will be providedto assist you in achieving your goals.



Step 5: Observations (2 of the 4 for

Tenured and 4 of the 6 for Non-Tenured)

• May Be Completed by a Certified Observer

– Trained in the new MCS Teaching and Learning Framework

– Hold an Administrator’s License

• Based strictly upon the Indicators only under the:


– Teach



Step 6: Post Observation Conferences for the

intermediate Observations (2 through 5)

• Completed by the Educator and Certified Observer who

completed the Observation

• Discuss and comment upon the Observation

• Based upon the Observation discuss the Professional Growth

and Support Plan and determine if any additional steps or

support required

• If additional area of Growth are required, the Principal must

be involved in the discussion to add a new indicator to the

PGSP



Step 7: Final Observation and Post Observation

Conference (#4 for tenured, #6 for non-tenured)

• Completed by your Principal or Assistant Principal

• Based strictly upon the Indicators only under the:

– Teach


•

Based upon the Observation discuss the ProfessionalGrowth and Support Plan and determine if any

additional steps or support required



Observable Indicators

TEACH

1. ENGAGE STUDENTS IN OBJECTIVE-DRIVEN LESSONS

2. EXPLAIN CONTENT CLEARLY AND ACCURATELY

3. ENGAGE STUDENTS AT ALL LEARNING LEVELS IN APPROPRIATELY CHALLENGING

WORK

4. PROVIDE STUDENTS MULTIPLE WAYS TO ENGAGE WITH CONTENT

5. USE STRATEGIES THAT DEVELOP HIGHER-LEVEL THINKING SKILLS

6. CHECK FOR UNDERSTANDING AND RESPOND APPROPRIATELY DURING THE

LESSON

7. MAXIMIZE INSTRUCTIONAL TIME

CULTIVATE A LEARNING ENVIRONMENT

1. BUILD A RESPECTFUL, LEARNING-FOCUSED CLASSROOM COMMUNITY

2. DEVELOP CLASSROOM PROCEDURES AND ROUTINES

3. USE CLASSROOM SPACE AND RESOURCES TO SUPPORT

4. MANAGE STUDENT BEHAVIOR



Glossary of Terms

FRAMEWORK--‐ ENCOURAGES COLLABORATION ACROSS THE DISTRICT THROUGH A COMMON LANGUAGE AND

TRAINING AND IT PROVIDES THE CONTEXT IN WHICH TEACHERS ARE EVALUATED

DOMAINS--‐ PLAN, TEACH, CULTIVATE LEARNING ENVIRONMENT, REFLECT AND ADJUST

INDICATORS--‐ A MEASURE USED TO IDENTIFY EXPECTED BEHAVIORS AND CHARACTERISTICS PERFORMANCE

LEVELS--‐ DESIGNED TO PROVIDE CLEAR OBSERVABLE BEHAVIORS THAT DEFINE TEACHER BEHAVIOR SPECIFIC TODESCRIPTORS AND INDICATORS WITHIN EACH DOMAIN

DESCRIPTORS--‐ CRITERIA THAT ARE DIRECTLY ALIGNED WITH THE 5 PERFORMANCE LEVELS

OBSERVER--‐ SCHOOL OR DISTRICT LEVEL ADMINISTRATOR WHO CONDUCTS CLASSROOM OBSERVATIONS

EVALUATOR--‐ SCHOOL OR DISTRICT LEVEL ADMINISTRATOR WHO IS RESPONSIBLE FOR THE EDUCATOR’S

TEACHER EFFECTIVENESS MEASURE (TEM)

PROFESSIONAL GROWTH AND SUPPORT PLAN (PGSP)--‐ A WRITTEN PLAN THAT IS DEVELOPED COLLABORATIVELY

WITH THE EDUCATOR AND EVALUATOR

tem observation software process

Documents