Thanks, Beth.  There are so many ways that teachers can lead without leaving the classroom.  I would encourage anyone interested to have a discussion here, with me, or with any of the other creators to discuss those pathways!

Thank you again for the post and for watching!

Thanks, Doug.

Thanks for the question, as well.  I am not entire sure if I understand it, but I will provide an answer.  If I miss the mark, please let me know.

For me, as a teacher leader, I have been very fortunate to not have faced many obstacles.  My building and district leadership has been incredibly supportive of my pathway, encouraging me almost universally, as I have taken on more responsibilities.  We have had some bumps in the road, certainly, but the committee continues to keep moving forward and supporting this initiative, as we all believe in the value of a good teacher evaluation system.  Did I answer the question?  If not, please let me know!
 

Thanks for the question, Kristin.

We developed the system over a couple years, starting in 2013-14.  It was in place until COVID hit, and we made adjustments to the system.  We reviewed the system last year when evaluation for all continuing contract staff was put on hold.  Having said that, as the need for changes is seen, we adjust along the way.  The committee meets 3-5 times a year to check on the implementation and also how things are going.  The need for additional supports is also identified through those meetings, such as having a webinar to talk about how you include evidence to your plan on the software.

Thank you again!

Thanks for the question, Margo.  The statute requires there to be a peer component each year.  We have required peer observations in the past, but now we have broadened out that to include any collaborative effort that teachers engage in, such as observations, PLC time, common assessment development and review or data review and planning.  Working on student learning objectives is another option as well.

Thanks for the thought and feedback!

 

Hello Rebecca.

First, I am sorry to hear of your struggles with evaluation in your district.  I know that it can often feel as though it is done TO us, rather than WITH us.  

Prior to our current system, we had a largely narrative system that was at the discretion of the administrators.  They would often plan a visit and document what they saw, which promoted "dog and pony show" type teaching, where staff would bring out their one best lesson to showcase.

Due to a change in state statute, we had to develop a new evaluation system that was built by a committee consisting of more than 50% teachers.  From there, we moved through the process.  I would be more than happy to discuss the topic with you and give you possible ideas as to how you might approach your district leadership regarding evaluation.  

I hear your frustration, and I am sorry that it is not a more powerful and beneficial system in your district.  There is hope, really!

Thank you for sharing your thoughts with me, and I hope I can help you make some progress on this.

Hello Elegan.

Thank you for your note and your questions.

The statute requires that the committee consist of more than 50% teachers, who are approved by the local association.  Given that we want engaged and invested teachers on the committee, no one has ever been turned away if they have wanted to participate, unless their building is already represented on the committee.  We have three building level administrators, a mid-level administrator and a district level administrator on the committee, meaning all are represented.  We have worked with the consensus model and have yet to encounter a topic we cannot work through.  The Board and public are provided updates, but the statute gives the committee the authority to make the decisions.

I would be more than happy to answer any other questions you might have, as the process has worked well for our district.

Thanks again.