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COMPETENCY 4- Curriculum, Instruction, Supervision

Specific Task
4.3

Knowledge of a variety of instructional methods and skills.

Related Tasks
4.3.6

Conduct two clinical supervision cycles including pre-observation, classroom


observation(s) and post-observation session with teacher

Narrative Description of Specific Task


With a teachers permission provide evaluation based on the school districts adopted 5d+
evaluation tool. Working closely with my supervisor, meet and evaluate a teacher based on
certain predetermined competencies. After the conclusion of the observation, meet with the
building administrator to compare notes to determine. Discuss and create a level of efficacy to
learn how to evaluate staff properly.

Description and Analysis of the Administrative Activities


Clio Area School District adopted the 5D+ model for the 2012-2013 school year. This
was a change from a previous model that was based highly on the teachers appearance and their
punctuality to work. The previous system was flawed and through state mandate (MASA 2011)
According to the 5D+ Teacher Evaluation Rubric is based on the 5 Dimensions of Teaching and
Learning (5D+) instructional framework, which is derived from an extensive study of research
on the core elements that constitute quality instruction. These core elements have been
incorporated into the 5D framework and 5D+ rubric as five dimensions Purpose, Student

Engagement, Curriculum and Pedagogy, Assessment for Student Learning, and Classroom
Environment and Culture which are divided into 13 sub-dimensions. The 5D+ rubric also
includes Professional Collaboration and Communication, which is based on activities and
relationships that teachers engage in outside of classroom instruction. (University of Washington,
Center for Educational Leadership 2012)
Teacher Tenure laws and reform have been at the forefront of the Michigan educational
system as well as state legislators for four years. In 2011, Governor Rick Snider signed into law
the new teacher tenure reform (MESA Tenure Reform) This has changed many of the ways that
school districts operate in regards to tenure and teacher contract language. According to the
Michigan Association of School Administrators website some of the changes to the teacher
tenure laws included but are not limited to the following:

The standard probationary period for new teachers would be extended from four to five
years. Teachers would need three consecutive years of satisfactory evaluations to gain
tenure.

A tenured teacher could be dismissed after three consecutive years of poor evaluations
and if the teacher fails to improve under an individualized professional development plan.

A lower standard would be set for dismissing teachers for misconduct. The current law
say tenured teachers can be fired only for just cause. The new standard would be for
reasons that are not arbitrary and capricious.

Seniority would no longer be the main factor in determining layoffs. The new laws will
allow administrators to consider performance, teachers special training and
accomplishments and, in some cases, years of experience.

Establishes a state mandate for teacher and administrator evaluations. Teachers and
administrators would have to be evaluated annually, and eventually a measure of
students academic growth using test scores would make up half of that evaluation

School districts will have to notify parents in writing if their child is taught by a teacher
who is rated ineffective. (MASA)

These changes affected the educational landscape within the state of Michigan both
positively and negatively. One of the largest changes to the educational landscape within the
state was the reform of the evaluation system.
For the completion of this competency, I conducted two separate evaluations of two staff
members within my building. I did this at the same time as my current building administrator.
After the competition of each of the evaluations we would debrief and discuss my findings
compared to his.

Reflection on Lessons Learned


I think that this evaluation process was invaluable. Many positive lessons have been
learned throughout the evaluation process. As a teacher it is an eye opening experience to dissect
the evaluation model through the eyes of an administrator. Teachers are very confident within
their craft and the given standards and goals that they need to teach their students. Often times,
although teachers are evaluated, they are not as comfortable with the tool or as aware of the tool
as they should be. This was the case with me in regards to my evaluation and the evaluation
model in my district.
After the completion of the evaluation I had the opportunity to sit down with my building
administrator who was also in the room during the evaluation. We compared notes and discussed
inter-rated reliability. This was very useful for future. I was then able to debrief and discuss with
the two different teachers. The process of offering immediate feedback was very unique.
Meeting with each teacher to discuss feedback and their observation was met with some
resistance at first, but both offered positive feedback of the process after sitting down with me

and discussing. The evaluation should be a communication tool that you have conversation
around in order to improve the teachers craft.
Artifacts
References
MASA Tenure Reform Legislative Analysis and Guidance Public Acts 101 - 102. (2011,
August 3). Retrieved January 17, 2015, from http://www.gomasa.org/sites/default/files/Tenure
Legislation Overview-8-9.11_0.pdf
University of Washington, Center for Educational Leadership. (2012) 5D, 5 Dimensions
of Teacher and Learning. University of Washington, Center for Educational Leadership.