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Overview
The traditional yearly
evaluation process is based on Charlotte Danielson's
Framework for Teaching Observation Program. Each
observation process involves
(a) a pre-observation meeting between the teacher and
administrator where the teacher shares his or her plans
and pre-observation write-up,
(b) a classroom observation by the administrator,
(c) a post-observation meeting where the teacher shares
his or her post-observation write-up,
(d) an evaluation report by the administrator.
Non-tenured teachers
are observed three times per year. Tenured teachers are
observed once yearly.
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Links to
Samples
Pre-Observation Form
Post Observation Form
Sample Pre-Obs Write-Up
Sample Post-Obs Write-Up |
Learning
to teach well is an incessant process, involving continual
re-visitation of three questions:
(a) What learning is of most worth?
(b) What do we accept as evidence of that learning?
(c) What responses most effectively intervene when
a student experiences difficulty with learning?
Attention
to these three questions assures continuity between
intended learning outcomes, assessment, and instruction.
We first carefully define the intended learning, then
design assessment that will provide evidence regarding
the extent of that learning, and design instruction that
effectively guides students in achieving learning
outcomes.
Often,
we have difficulty with the first step -- defining
exactly our intents regarding the learning outcomes of
our students. Intended
learning outcomes define the essence of our purpose.
What change do you intend for your students? These
changes encompass what the student
(a)
knows
(b)
is able to do, and
(c)
is disposed to think, feel, and do.
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