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Ashley M.

Furgione

Environmental/ Organizational Scan


System: Teacher Education of Evaluation System

Current
Marzano Teacher Evaluation System of 60 elements
(See attached) used to evaluate teacher
performance
Administrators provide insight into one element
per week in a 3-5 lines summary in a weekly
newsletter
Administrators conduct walkthroughs and rank
teachers as Unsatisfactory, Needs Improvement,
Effective, Highly Effective, or Highly Effective + in
elements of choice.
Compatibility rankings to assure teachers are being
ranked fairly are conducted on a weekly basis with
leadership team.
The district conducts 2 walkthroughs per year with
the leadership team
Teachers are provided a + or delta on their mastery
of the elements (unbeknownst to them) and
receive feedback through the evaluation form
online (known to them).
Coaching opportunities are available for teachers to
seek out from Instructional Coaches on campus to
better verse them in the instructional model.
PDs regarding these elements are conducted
approximately bi-monthly.
Teachers choose one element per year to
specifically focus on in their Deliberate Practice
Plan- a step-by-step planning format. Their success
in this element makes up a percentage of their
overall

Adjusted
Marzano Teacher System of 60 elements (See
attached) remains by district mandate
An element is no longer highlighted in a weekly
newsletter in 3-5 lines
Administrators continue to conduct
walkthroughs but involved teachers during
designated planning periods and use it as a
teaching tool.
Teachers are paired with a teacher who has
mastered the element they are working of for
the year in their Deliberate Practice Plan.
Once every 2 weeks during planned PD time,
teachers have time to visit a Coaching Caf and
break down what they saw in the walkthroughs
in a collaborative environment.
An optional book/film study that focuses on
best practices that align with the intent of
Marzano elements will be provided to all
faculty.
Coaching remains available to teachers
pertinent to the UF Coaching Model.
Teachers continue Deliberate Practice Plans,
but form teams of teachers working on the
same elements to meet with in place of whole
faculty direct instruction.

Structure: Teacher Education of Evaluation System

Current
Goal is for teachers to be well versed in the
instructional model and implement requirements
of the elements into perform the functions of their
position using best practices.
District Representatives and Administrators want
teachers to be well versed in Instructional Model
and utilize it as an evaluation tool. An example of
typical hierarchy.

Adjusted
Goal is for teachers to be well versed in the
instructional model and implement
requirements of the elements into perform the
functions of their position using best practices.
Aim to be a mindful school:
o Allows teachers to explore the
elements and instructional model and
does not water it down into 3-5 lines
per week.
o Utilize expert support of instructional
coaches and teacher leaders.
o Help teachers to be resilient and
reflective instead of defensive of
feedback by partaking in walkthroughs
themselves.

Ashley M. Furgione

Culture: Teacher Education of Evaluation System

Current
Evaluations are seen as unfair and teachers do not
enjoy having administrators in their classrooms.
Some teachers have a strong understanding of the
model, others do not and this creates a natural
division of the compliant pets and the naysaying
tenured
All do not welcome Instructional Coaching.
Top down instructional approach.
Teachers feel judged.
Teachers feel that this is another evaluation with
different demands that will come and go.

Adjusted
Teachers will see walkthroughs as opportunities
to receive feedback on how they can grow and
learn from other colleagues (by having the
opportunity to see others in action).
A culture of collaboration is bred instead of a
top down approach to educating teachers on
the instructional model.
Instructional Coaches are no longer seen as the
only resources, teacher leaders on campus can
become more visible and all teachers have an
opportunity and incentive to take ownership of
their strongest elements.

Teacher Education of Evaluation System: Action Steps to Adjustment

Address disconnects and the need for adjustments in weekly Leadership Meeting
Review Deliberate Practice Plans and sit with Leadership Team, Coaches and Teacher Leaders to pair teachers.
Set dates for different departments to conduct walkthroughs with the leadership team. (Begin session with an
overview/ introduction to the method). Be sure to use this as a professional development opportunity and
debrief afterwards. Focus on the positive and areas for growth: What are items they would take back to their
own classrooms?
Choose a book for an optional book/film study and use grant funds to pay for copies for teachers. These can
vary throughout the year that demonstrate best practices:
o Teach Like a Pirate by Dave Burgess
o Lean on Me
o Stand & Deliver
o Creative Schools by Ken Robinson, PhD
o What Great Teachers Do Differently by Todd Whitaker
o Dead Poets Society
Garner support of formal and informal leaders by allowing them to choose some of their favorites and lead
the book study. This is a chance for teachers to stop thinking about the evaluation piece, and instead think
about the everyday actions that are simply best practices.
Stick to the meetings, dont make this a trend but allow it to be a thread of the fabric of our culture.

Ashley M. Furgione

Marzanos Teacher Evaluation System is used to evaluate teachers at


Jackson Heights Middle School.

Teachers choose an element of focus each year for their Deliberate


Practice Plan.

Teachers are paired with a teacher and work to understand the


requirements to meet their desired effect.

Option book/film studies displaying best practices are present.

Teachers also attend walkthroughs.

Instructional Coaching is available to teachers.

Goal is for teachers to be well versed in the instructional model


and implement requirements of the elements into perform the
functions of their position using best practices.

Teachers have a need/ desire to work collaboratively to


accomplish this goal.

We aim to be a mindful school and utilize expert support of our


teacher leaders who are on the front lines each day.

New perception of walkthroughs.

Resilient and collaborative culture.

Information and Formal Leaders viewed as viable resources.

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