COMPETENCY 1: ACCOUNTABILITY

Competency 1: Accountability (Instruction and Supervision)

4.3

Knowledge of a variety of instructional methods and skills.

Related Tasks:
4.3.6 Conduct at least one clinical supervision cycle including pre-observation,
classroom observation(s) and post-observation session with teacher.
Narrative Description: Schedule, pre-conference, observe and conduct a postconference of one teacher using the Charlotte Danielson rubric. Through the process, make
not of strengths and areas of growth of the teacher. Discuss ratings with the administrator
and the rationale behind the ratings. Have a dialogue with the teacher about ratings and
growth plan.

Smart Goal: By April of 2015, I observe one teacher and follow the evaluation cycle in
order to understand the process of an evaluation and utilize the evaluation tool.

I.

Description and Rationale of the Project:

In order to comply with the recent Michigan Department of Education evaluation
tool requirement, Woodland Park Academy has adopted the use of the Charlotte
Danielson Framework in order to promote the instructional growth of its teachers.
Due to this change, the teacher evaluation process has evolved into a more
comprehensive process than ever before. Collecting information from the teacher
prior to the observation, completing the observation, and discussing results with the
teacher afterward are all vital components of understanding and promoting best
practices that exist within a building.
In order to complete this process with fidelity, I first scheduled the observation with
the teacher and requested the lesson. The teacher then provided the lesson plan as
well as information about how the lesson connected to past and future learning. She
and I then discussed the reason for the specific strategies that were being used in
the lesson as well as differentiation that may occur within the lesson.
During the observation, Jeremy Brown (supervising administrator) and I located
ourselves in opposite areas of the classroom. During the lesson, both he and I took
thorough notes as evidence was provided that addressed domains 2 and 3 of the
Danielson rubric. After the observation, Brown and I were able to debrief by
reviewing our notes and then discussing our rating of the teacher as well as our
evidence that justified each of the ratings.
II. Project Outcomes
After completing the evaluation process, it became clear that this process is critical
in creating a dialogue about best practices and increasing rigor within the
classroom. By fulfilling the role of instructional leader, a principal becomes able to

COMPETENCY 1: ACCOUNTABILITY
drive the instructional force toward a common goal and focus. By doing so, he or
she is able to build a strong academic culture within the building.
Also, by being able to compare notes and ratings I was able to understand how the
evaluation tool is implemented and interpreted. While I have extensive experience
as an educator with the tool (due to being evaluated in Florida) this process allowed
me to consider the evidence that a principal must be able to collect in order to have
a complete picture of the lesson being observed.
III. Lessons Learned
Recently, a lot of emphasis has been placed on teacher evaluation and reform has
occurred in the way of legislation. This being said, it is more critical than ever to
carry out this process with an expansive knowledge of instructional practices that
are well-researched, meet the mission of the school, and align with the school
demographics as well as resources. If the principal is able to perform this job role
successfully, teacher and students will also be more successful.
Effective principals are principals that support their staff and are present within the
building. Providing teacher feedback is an essential component in meeting these
objectives. By implementing informal as well as formal observations throughout the
year, the principal is able to provide adequate and direct feedback. Doing this at
various times of the year provides consist feedback for the teacher to utilize in his
or her personal growth plan as well as multiple forms of documentation. Therefore,
as a principal I would make these observations a priority and provide specific and
concise feedback for teachers when conducting informal observations. Also, I would
keep a schedule of these interviews as well as notes on the interviews in order to
reference.
In addition to conducting the process of evaluations, I would seek out and provide
training for the various aspects of the evaluation tool. For new teachers, this may
focus on each portion of the rubric through the mentor process. For other teachers,
focusing on domain three may be the most beneficial. Ultimately, providing ongoing
professional development opportunities for instructional staff would enable teachers
to become more knowledgeable and successful.
Michigan Standards for Administration 3.1 states that Candidates understand and
can monitor and evaluate teacher instruction, school management and operational
systems. By being able to utilize the current tool that has been selected as one of
four possibilities by the State of Michigan, I have gained experience in completing
this process and being able to collect evidence to adequately conclude teacher
effectiveness. I am prepared to utilize this process as a meaningful tool for teacher
feedback and professional growth within and instructional setting.