GSU Blogger - Dr. S. Kahrs
Wednesday, October 28, 2015
Department Meetings
We had our monthly department meeting yesterday and did an activity where we split teachers in groups and had them focus on the 10 TES Standards as well as the rubric. We had teachers discuss the difference between Ineffective, Needs Development, Proficient and Exemplary. What we are finding in our school is that teachers are frustrated because they are not receiving many Exemplary. We are also finding that the term "Needs Development" has a negative connotation and is quite harsh to give. One thing I will say is that before I share any evaluation where I rate a teacher as ND, I always have a conversation first. I spoke with my group of teachers yesterday and tried to reiterate that we ALL need growth and development in some areas and it is OK to have areas of ND. We were also trying to instill that Proficient is the expectation and that it means you are an excellent teacher. Exemplary is a whole new level. We tried to explain that in order to be Exemplary in certain areas, you have to be worthy of imitation, a role model, as well as a leader. You have to be CONTINUALLY doing something with leading in each category. Is this the same in other schools? How do you communicate to teachers that ND is just an area for growth and your job is to help them to improve, that proficient is amazing, and that exemplary is ROCK STAR? I just feel that teachers are struggling right now that they don't understand what all goes in to being exemplary.
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No, we are experiencing the same thing. I think that teacher's are willing to hear that they have things to work on. I have found that there is uncertainty now with the merit pay. The teachers are under the belief that their evaluation is tied to the merit pay. They equate exemplary with getting the money they want to earn. That, in my opinion is why people are getting so upset.
ReplyDeleteAdditionally, it's been a lot of change all at once. They were just becoming familiar with the TKES then throw in student surveys and finally a whole new test that was exponentially harder than CRCT. It's just a lot of change coming at them in a very short period of time.
As we grow more comfortable as evaluators I suspect our ratings are becoming more stringent as well. I do the same thing as you do and have a conversation with the teacher before allowing them to see the evaluation when they have a needs development.
I just realized I was signed in to my school acct. This is T. Braddy
DeleteWe have exactly this same problem as well in my school. I have had conversations with teachers about Needs Development. I explained that my rating was based on the "snapshot" of this time in their class and that my walkthrough is so that I can provide feedback that will allow growth in that area.
ReplyDeleteWe have the same problem. When I talk to teachers I say the same thing as Kemi. I explain to them that ND is not necessarily bad because it is difficult to have a perfect lesson. However, throughout the year you should be growing, ND is only an issue if that ND is consistently showing in the same area.
ReplyDeleteAshley
ReplyDeleteWe have created a 'list' that we share with teachers on what is Proficient and what is Exemplary. We share this with our teachers at the beginning of the year, as well as, in department meetings. Each meeting we discussing what each 'looks like.' This has helped us with this issue. So when we mark a teacher Proficient, we always add comments so they know how to receive Exemplary. Again, this has helped. It has not satisfied all yet we always refer back to the expectations discussed many times before. I met with a teacher after I observed her classroom. She felt she was Exemplary in almost every category. When we sat and talked and I pulled out the rubric and started going through each, she really didn't have an argument. She didn't like it but she was informed. I think continual conversations about this is a big part of TRYING to get teachers to understand. Remember, we are not going to please them all!!!!! Never will.
Ashley, We hade similar situation. The way my principal is trying to address the situation is that he did something similar with our leadership team and department chairs. He gave us a blank table with all ten standards. Based on our brief walkthroughs and 30 minutes formative, asked us to write examples of what each standard looks like based on the three rating scale.. He compiles everyone's responses and told into one document and told us to narrow it down the strands and topics that were pervasive throughout the exercise. The finish product will be given to the teachers on a later date. This is intended to help teachers see what the expectations are in the classroom and what are evaluators looking for. . I personally try to always bring the the forefront the data for that specific teacher and how they are the key factor to their student achieving within the class room
ReplyDelete