1 Principal & Teacher Evaluation in Illinois: Past, Present & Future 10/18/2011 1
2 Principal Evaluation: Why does it matter? Leadership is second only to classroom instruction among all school-related factors that contribute to student learning.* Leadership has the greatest influence on teacher selection, retention, and mobility. Effective leaders:* Balance stability and change Balance direction and influence Develop and support others Redesign their organizations to improve effectiveness *Wahlstrom et. al. (2010) 10/18/2011 2
3 Principal Evaluation: Leadership Strands Leading and Managing Systems Change Improving Teaching and Learning Building & Maintaining Collaborative Relationships Ethical & Professional Leadership Managing School Operations Living the Mission, Vision, and Belief Leading for Results 3
4 Teacher Evaluation: Why does it matter? Studies show that a teacher s influence on student achievement is 20 times greater than any other variable, including class size or poverty. (Fallon, 2003). 3 years of a good teacher increases student learning but three years with a poor teacher effectively decreases it. (Bembry et. al., 1998). Good teachers raise the achievement levels of their colleagues. (Sass et. al., 2010). A teacher evaluation system that uses student growth and principal observations can actually increase teachers especially weaker teachers ability to affect student achievement. (Taylor & Tyler, 2010). 10/18/2011 4
5 Teacher Evaluation: Why we needed a new system Inflated ratings currently provide little useful feedback for effective professional development. A high majority (>95%) of teachers are typically rated as the top designation (usually excellent) on the evaluation scale. There is a disconnect between current teachers evaluations and student achievement. 10/18/2011 5
6 How did we get there? In 2009, President Obama announced Race to the Top. Race to the Top awarded federal grants to states based on progress in certain key areas: standards and assessments, data systems, effective teachers and leaders, and turning around under-performing schools.
7 How did we get there? Race to the Top came at a good time for Illinois. We had already been working on reforming education but with little success and not much cohesiveness. Race to the Top provided an added incentive to work quickly, and as a result, education stakeholders agreed to come together to pass reforms.
8 How did we get there? Over the next 15 months, we passed several reform laws addressing significant issues. In 2009, we established a longitudinal data system to track student progress from grades P-20, strengthening principal preparation programs, and expanding the charter school program in Illinois.
9 How did we get there? The next item on our agenda was reforming teacher and principal evaluations. Race to the Top placed a high priority on the area of teachers and leaders. The category was worth 58 points on the grant application. The legislation we were working on was going to add 30 points to our score, so we were able to remain focused.
10 How did we get there? Even without considering Race to the Top, statistics indicated that Illinois previous evaluation system was ineffective. Under the previous system, 92% of teachers were rated excellent and less than 1% were rated unsatisfactory.
11 How did we get there? We needed a system that was more quantifiable and that held principals and teachers more accountable. We decided to pursue legislation that tied evaluations to student progress, allowing us to see how principals and teachers make a difference in classrooms and schools.
12 How did we get there? In the fall of 2009, work began on improving the principal evaluation process in Illinois with a collaborative effort among a variety of stakeholders including professional organizations, labor unions, Regional Offices of Education, and ISBE. 10/18/
13 How did we get there? Key stakeholders: Illinois State Board of Education, Advance Illinois, the Governor s Office, Chicago Public Schools, School Management Alliance, IEA, IFT, AFSCME, SEIU, AFL-CIO, Teamsters, school board administrators, principals association and a variety of other education reform groups.
14 How did we get there? At the end of 2009, nearly everyone was on board with the bill. The major sticking point was with labor unions, who wanted to exempt all public employee performance evaluations from the Freedom of Information Act.
15 How did we get there? We tried to address the unions concerns, but the bill was moving quickly through the process and we needed to pass it before the Race to the Top application deadline. In the end, the bill was passed with the unions as opponents. It was agreed that I would carry a bill later during session that exempted public employee performance evaluations from FOIA. I sponsored and passed that bill in April 2010.
16 Performance Evaluation Reform Act We passed the Performance Evaluation Reform Act (PERA) on January 13, 2010 and the governor signed the bill on January 15. The bill established a new performance evaluation system that placed a higher priority on student progress for evaluation educators and established a system of remediation for teachers who receive low ratings on their evaluations.
17 PERA Performance Evaluation Reform Act (Public Act ) Approved by Governor Pat Quinn: 1/15/2010 Sponsors: (Senate) Lightford, Meeks, Martinez, Collins, Delgado, Jones, Hunter. (House) Chapa LaVia, Ford, Washington, Froehlich, Hernandez. Summary: Incorporates student growth into teacher and principal performance ratings as a significant factor (to be defined by ISBE in a collaborative rule-making process) and provides for a model evaluation plan that uses student growth at minimum 30% of the overall rating. Local control can negotiate a higher percentage than the state model. Establishes requirements for evaluation frequency and transparency, and phases in implementation gradually. Includes a review of early implementations to inform later implementation. 10/18/
18 PERA: Changing principal and teacher evaluation Use student growth as a significant factor in rating performance. Align with research-based standards and professional competencies. Take into consideration the principal s specific duties, responsibilities, management, and competence. Specify strengths and weaknesses with supporting reasons. Require all evaluators to be statecertified. A revised rating scale: Excellent Proficient Needs Improvement Unsatisfactory 10/18/
19 PERA: Changing principal and teacher evaluation Each principal must be evaluated annually prior to March 1 for annual contracts and the last year of a multi-year contract. Each non-tenured teacher must be evaluated annually. Each tenured teacher must be evaluated at least once every two years. All teachers receiving ratings of less than proficient will be evaluated annually, regardless of tenure status. 10/18/
20 PEAC: The Performance Evaluation Advisory Council PEAC is charged with developing a State Model for teacher and principal evaluation. 10/18/
21 PEAC: Performance Evaluation Advisory Council PEAC members appointed in 2010 included: Teachers Administrators Researchers Representatives from higher education Representatives of state agencies, including ISBE Representatives from teacher unions Interested stakeholders 10/18/
22 PEAC: Performance Evaluation Advisory Council The Council began meeting monthly in March, 2010 All meetings are open and any interested person(s) are invited to attend Meeting dates and locations Up-to-date information regarding the progress of PEAC s work List of committee members Resources 10/18/
23 PEAC: Timelines By 9/1/2012 Principal evaluation written plan Teacher evaluation written plan Evaluators trained in state model Principals evaluated under new guidelines School Improvement Grant (SIG) teachers evaluated with district adopted model Chicago Public Schools must incorporate student growth as a significant factor in the evaluation for all teachers in 300 CPS schools. 10/18/
24 PEAC: Timelines (continued) By 9/1/2013: By 9/1/2014: By 9/1/2015: By 9/1/2016: Remaining CPS teachers evaluated with district-adopted model* Research-based study issued assessing validity & reliability of state model Lowest performing 20% of remaining school districts incorporate their district-adopted model.* All other school districts incorporate their district-adopted model.* 10/18/ * Or state model
25 What does this mean for school districts? Start using the new ratings: Excellent Proficient Needs improvement Unsatisfactory Adapt or adopt the model: Districts that cannot cooperatively decide on a model within 180 days must adopt the state model. 10/18/
26 What does this mean for school districts? Administrators, teachers, and union reps must agree on an evaluation model that meets legislative requirements Each district must identify evaluators Evaluators must be trained and certified Districts provide additional training and certification specific to their own evaluation system if necessary 10/18/
27 Negotiation Guidelines for Districts & Unions School districts and their unions may, at any time, establish the joint committee referenced in the Performance Evaluation Reform Act (PERA). 10/18/
28 Negotiation Guidelines for Districts & Unions The Joint Committee may engage in planning sessions that do not constitute a first meeting as that term is used in PERA. Indeed, the Illinois State Board of Education recommends that the Joint Committee be established and begin engaging in planning sessions as soon as possible 10/18/
29 Negotiation Guidelines for Districts & Unions That said, ISBE does not recommend the Joint Committee having its first meeting until the administrative rules regarding PERA evaluations for teachers and principals have been promulgated and the State Board of Education has developed the default template for those evaluations. 10/18/
30 Essential Elements of Effective Evaluations Effective performance evaluations: Center on student learning Align with district and school goals Inform professional development Focus on school & student improvement Include both formative and summative measures Include self-assessment and reflection Add value to principal s/teacher s professional life Are flexible and context-sensitive 10/18/
31 Principal Evaluation: Focus To determine how effective the principal is: as a capacity builder in facilitating meaningful and productive systems change to support of student achievement. 10/18/
32 Teacher Evaluation: Framework PEAC s Teacher Evaluation Subcommittee is customizing Charlotte Danielson s Framework for Professional Practice according to specific Illinois needs with guidance from the recently revised Illinois Professional Teaching Standards. 10/18/
33 Teacher Evaluation: Danielson Framework Identifies research-based aspects of teacher responsibilities that promote student learning Seeks to define what teachers should know and be able to do Divides teaching responsibilities into 22 components, clustered into 4 domains: Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 10/18/
34 Teacher Evaluation: Danielson Framework Each Component has: Rationale and Explanation Documentation Elements with Levels of Performance Common themes across domains: Equity Cultural Sensitivity High Expectation Developmental Appropriateness Accommodating Individual Needs Appropriate Use of Technology 10/18/
36 Student growth: What is it? How is it measured given our resources? What exactly is meant by significant factor? How much weight should be placed on each measure? Suggested answers to these questions will be recommended to the State Superintendent by the PEAC group of stakeholders using: Legislation as it is written Current research Consultation with experts 10/18/
37 Student growth: Multiple measures Student growth will be defined by multiple measures in multiple ways. This is still very much under discussion. Assessments across a set of subjects can be used and these assessments can be of different types: Standardized (these include state, district, and commercial assessments and allow for broad comparisons) Classroom measures (these are intended to be more closely linked with the material taught but can be developed at the district, school, or team level or by individual teachers) The measures may also be used at a combination of different levels: district, school, grade, subject, and individual teacher. 10/18/
38 What s next? Our reform efforts led to even more dramatic education reform in Illinois. This year, I led negotiations on Senate Bill 7, which will increase students exposure to quality teachers. That bill was negotiated among many of the same key players that participated in PERA negotiation.
39 Senate Bill 7 Senate Bill 7 places a higher priority on performance rather seniority as it relates to staffing decisions. The bill ends the practice of last hired, first fired It doesn t allow seniority to protect poorlyperforming teachers, and rewards teachers who have proven themselves as effective.
40 How You Can Implement Reform Politics: Determine who the key stakeholders are. Participation: Bring everyone to the table and encourage collaboration. Process: Form special committees to study the issue and report to the larger assembly. Have a good negotiator. Policy: Be willing to compromise and look at what works and what doesn t in other states.
41 True Impact The reforms we ve passed in Illinois are not an ending but a beginning. Reforming education is a game-changer that will benefit our children the most, which is all of our goal.
Illinois State Board of Education February 2013 Guidance Document 13-09 Model Teacher Evaluation System Creating a Summative Rating This document is intended to provide non-regulatory guidance on the subject
Illinois State Board of Education February 2013 Guidance Document 13-11 Guidance on Creating a Summative Rating in Teacher Evaluation Systems This document is intended to provide non-regulatory guidance
Illinois State Board of Education May 15, 2015 Non-Regulatory Guidance The Performance Evaluation Reform Act (PERA) and Senate Bill 7 (SB 7) Applicable Public Acts Public Act 97-0007 Public Act 97-0008
A Guide to Implementing Principal Performance Evaluation in Illinois Prepared by the Illinois Principals Association & Illinois Association of School Administrators Why This Guide? Implementing a new principal
Summary Briefing December 14, 2009 The Vision The Board of Regents envisions a New York where all students are prepared for college, the global economy, 21 st century citizenship, and continued learning
TEACHERS HELP KIDS LEARN. BUT TEACHERS ALSO NEED HELP TO DO A GOOD JOB. THIS IS THE STORY OF A TEACHER WHO TRIES HARD BUT DOESN T GET THE HELP SHE NEEDS, AND HOW THAT HURTS HER KIDS. TEACHER QUALITY: WHAT
AN ACT concerning education. Be it enacted by the People of the State of Illinois, represented in the General Assembly: Section 1. This amendatory Act may be referred to as the Performance Evaluation Reform
ILLINOIS STATE BOARD OF EDUCATION SYSTEM OF SUPPORT AND DISTRICT INTERVENTION DIVISION SCHOOL IMPROVEMENT GRANT (SIG) 1003(G) FY 2014 STATE APPLICATION PUBLIC COMMENT FEEDBACK A request for Public Comments
Illinois State Board of Education February 2013 Guidance Document 13-06 Model Teacher Evaluation System Measuring Student Growth Using Type III Assessments This document is intended to provide non-regulatory
Illinois State Board of Education February, 2015 Guidance Document Recommendations for Supporting Evaluators of Teachers, Principals, and Assistant Principals This document is intended to provide non-regulatory
Framework: Core Functions, Indicators, and Key Questions The Core Functions and Indicators, which form the structure for the delivery and execution of (Illinois CSI) services, describe the big ideas or
Public Document 3 Purpose: Outlines the standards that are the foundation for the evaluation. Name of Superintendent: Date: Performance Rating Scale: Distinguished (4) Accomplished (3) standards for most
Essential Principles of Effective Evaluation The growth and learning of children is the primary responsibility of those who teach in our classrooms and lead our schools. Student growth and learning can
The Role of the State Higher Education Board in Teacher Education and Assessment: Initiatives of the Arizona Board of Regents Thomas Wickenden State higher education boards can play a vital role in aligning
Framework for Teaching and Learning Baltimore County Public Schools 2013 The following document provides an overview of the Framework for Teaching and Learning developed by Baltimore County Public Schools
Frequently Asked Questions Contact us: RAC@doe.state.nj.us 1 P a g e Contents Identification of a Priority, Focus, or Reward School... 4 Is a list of all Priority, Focus, and Reward Schools available to
MEMORANDUM OF AGREEMENT BETWEEN THE MINNEAPOLIS FEDERATION OF TEACHERS AND MINNEAPOLIS PUBLIC SCHOOLS, SPECIAL DISTRICT No. 1 MPS / MFT COMMUNITY PARTNERSHIP SCHOOLS WHEREAS, Minneapolis Public Schools
As of March 5 th, Illinois has been selected as one of 16 Finalists for the 1 st Round of Race to the Top Funding. OVERVIEW In 2009, President Obama announced an unprecedented financial commitment providing
Act No. 173 Public Acts of 2015 Approved by the Governor November 5, 2015 Filed with the Secretary of State November 5, 2015 EFFECTIVE DATE: November 5, 2015 Introduced by Senator Pavlov STATE OF MICHIGAN
The Virginia Reading Assessment: A Case Study in Review Thomas A. Elliott When you attend a conference organized around the theme of alignment, you begin to realize how complex this seemingly simple concept
DENVER PUBLIC SCHOOLS EduStat Case Study Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions Nicole Wolden and Erin McMahon 7/19/2013. Title: Making Meaning
JOB DESCRIPTION Niles Township High School District 219 Director of Human Resources and Employee Performance REPORTS TO : POSITION OBJECTIVE : Assistant Superintendent of Human Resources To support the
ADMINISTRATOR EVALUATION AND GROWTH SYSTEM Reference Documentation Prepared by: Lake Havasu Unified School District #1 2200 Havasupai Blvd. Lake Havasu City, AZ 86403 Adopted: 1 TABLE OF CONTENTS Section
GaPSC Teacher Leadership Program Standards Purpose: Georgia has identified a need to improve P-12 students academic performance as measured by various assessments. One method to ensure improved student
Schools in Federal Restructuring Compiled Questions and Responses 4.5.2013 Statute General Q: What is restructuring? A: Under the federal No Child Left Behind law, schools that have failed to meet Adequate
New Hampshire Farmington High School 40 Thayer Drive Farmington NH 03836 603-755-2811 Interventions Annual Form by Federal Requirement Instructions: When SIG Implementation begins, complete the descriptions
JUST THE FACTS Missouri The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards
Teacher: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents of the
OVERVIEW Problem analysis is the phase of Step Zero where a team examines the policies, processes and practices of the organization that may contribute to a stated problem. This exercise is essential in
The Impact of State and Local Human Capital Policies on Illinois School District U-46 September 2009 Contents Background Findings Recommendations Appendix 2 About The New Teacher Project The New Teacher
Evaluation of the Performance Evaluation Reform Act: Interim Report Authors: Anthony Milanowski Jenna Aurand Scott Jackson Miller Matthew Finster Westat Mimi Doll Holly Lewandowski Denise Roseland Candeo
Glossary for the Arizona Professional School Counselor Evaluation Accountability: Responsibility for one s actions, particularly for objectives, procedures and results of one s work and program; involves
How Six States Are Implementing Principal Evaluation Systems Delaware Iowa New Mexico North Carolina Ohio South Carolina INTEGRATED LEADERSHIP DEVELOPMENT INITIATIVE The Integrated Leadership Development
Fridley Alternative Compensation Plan Executive Summary Fridley School District Alternative Compensation Plan is a district wide program that is approved by the Minnesota Department of Education and was
March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0 Table of Contents STRAND I: TEACHING FOR LEARNING... 3 Standard 1: Curriculum... 3 A. Alignment... 3 B. Coherence... 3 Standard 2: Instruction... 3 C. Instructional
All evaluations are on a continuous basis. Name: School: Pre-Conference Date: Date of Hire: Evaluator: Post-Conference Date: Year 1 Year 2 Year 3 Tenure Evaluative Assistance Plan Limited Contract Philosophy:
School Improvement Grants Online Tool Monitoring and Evaluating Transformations by FEDERAL REQUIREMENTS Center on Innovation & Improvement Mid-Atlantic Comprehensive Center Appalachia Regional Comprehensive
THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA JOB DESCRIPTION POSITION TITLE: CONTRACT YEAR: PAY GRADE: School Assistant Principal Eleven Months* Approved School-based Administrators Salary Schedule QUALIFICATIONS:
The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education Passage of the American Recovery and Reinvestment Act (ARRA) and the creation of the Race to
NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS September 2006 2 NATIONAL COMPETENCY- BASED TEACHER STANDARDS CONTENTS General Introduction to
The program audit is used to assess the school counseling program in comparison with West Virginia s Model for School Counseling Programs. Audits serve to set the standard for the school counseling program.
Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR
Academic Achievement: Attainment of educational goals as determined by data such as standardized achievement test scores, grades on tests, report cards, grade point averages, and state and local assessments
Chapter XXIX 29 TEACHER PERFORMANCE CERTIFIED PERSONNEL EVALUATION SYSTEMS Section 1. Authority. These rules and regulations are promulgated pursuant to the Wyoming Education Code of 1969 as amended, W.S.
Chapter 8a Public Education Human Resource Management Act Part 1 General Provisions 53A-8a-101 Title. This chapter is known as the "Public Education Human Resource Management Act." 53A-8a-102 Definitions.
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
JUST THE FACTS Memphis, Tennessee The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational
Committee On Public Secondary Schools Standards for Accreditation Effective 2011 New England Association of Schools & Colleges 3 Burlington Woods Drive, Suite 100 Burlington, MA 01803 Tel. 781-425-7700
2012 2015 Teacher Assistant Performance Evaluation Plan Maine Township High School District 207 Our mission is to improve student learning. 0 P age Teacher Assistant Performance Evaluation Program Table
Sustaining the Race to the Top Reforms Race to the Top (RTTT) presents states with a unique opportunity to accelerate their efforts to graduate all high school students prepared for college, careers and
The program audit is used to assess the school counseling program in comparison with West Virginia s Model for School Counseling Programs. Audits serve to set the standard for the school counseling program.
Illinois State Board of Education August 2014 Guidance Document Guidance on Building Teacher Evaluation Systems for Teachers of Students With Disabilities, English Learners, and Early Childhood Students
On July 19 th 2011, Governor Snyder signed into law the Teacher Quality and Tenure Reform bill package. These new laws make major changes to the Teacher Tenure Act, Revised School Code, and Public Employee
, Ga. District Profile*: Rank among U.S. school districts (by size): 14 Number of schools: 123 Number of students: 159,298 Number of teachers: 11,000 Per pupil expenditures**: $8,859 Superintendent: J.
Support Services Evaluation Handbook for members of Paraprofessionals and School-Related Personnel (PRSP), Baltimore Teachers Union, Local 340 City Union of Baltimore (CUB), Local 800 Baltimore City Public
TEACHNJ ACT New Evaluation Implementation 2013-14 School Year Required by State of NJ Charles Maranzano, Jr., Superintendent Hopatcong Borough Public Schools 1 Evaluation Reform in NJ Evaluation Reform
SUSTAINABILITY Goal: Sustain environmental literacy by ensuring effective implementation of the 2010 Environmental Literacy for Illinois Plan. Objectives: 1. Develop an educated populace that will preserve,
JUST THE FACTS Birmingham, Alabama The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational
Hawaii Teacher Standards Board Teacher Leader Work Group Report Workgroup members: NBPTS Certified Teacher from the Field: Dr. Jonathan Gillentine, Special Education Teacher, Rev. Benjamin Parker Elementary
Educator Performance Evaluation and Professional Growth System September 2015 Table of Contents Introduction... 2 Stakeholders Group... 2 Beliefs... 3 Development Process... 4 Steering Committee Membership...
Generation Next Leadership Council SPECIAL SESSION AGENDA June 11, 2014 9:00 9:45am Minneapolis Public Schools 1250 W. Broadway, Minneapolis Assembly Room S1-404, 1st Floor 9:00 AM Introduction R.T. Rybak
October 29, 2010 Dear Superintendent On behalf of the Illinois P 20 Council, we want to make you aware of important developments related to the preparation of principals in our state. Research shows that
Chandler Unified School District Teacher Performance Evaluation System Revised 2015-16 Purpose The purpose of this guide is to outline Chandler Unified School District s teacher evaluation process. The
Colorado Springs School District 11 Dr. Nicholas Gledich, Superintendent Performance Evaluation System Protocol Licensed Executive Professionals Revised March 2014 235169.6 Department of Human Resources
Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation
Remodeling Education in North Carolina Progress toward implementing READY: NC s Race to the Top-funded Initiative February 19, 2013 Dr. June Atkinson Mr. Adam Levinson NC Department of Public Instruction
1 Advancing Professional Excellence Guide Table of Contents APEX Values and Beliefs History and Development of APEX Purpose of APEX Components of APEX The APEX Process APEX Process Timeline Training/Orientation
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
Licensure Program Content Guidelines Matrix for Principal IHE: UW La Crosse Licensure Program: PRINCIPAL (51) ADMINISTRATION Category Certification Only Masters Program Content Standards PI 34.15 (2) (a)
Overview of NYS Annual Professional Performance Review (aka APPR) LCSD Board of Education Meeting November 26, 2012 Race to the Top Great Teachers and Leaders (138 total points) Improving teacher and principal
Learning to Succeed Educator Evaluation Gradual Implementation Guidebook Version 1.0 1 Portland Public Schools * 196 Allen Avenue * Portland, Maine 04103 * Phone: (207) 874-8100 Table of Contents Introduction...
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
North Carolina Academically or Intellectually Gifted Program Standards State Board of Education Policy GCS-U-000 October 2015 Historical Overview of Academically or Intellectually Gifted (AIG) in NC North
Educational Leadership Graduate Programs A New Generation of Educational Leaders for Louisiana REDESIGN PROCESS Prepared by: Jeanne M. Burns Louisiana Board of Regents December 2006 LOUISIANA EDUCTIONAL
Form1: FfT Rubrics Special Education Teacher Name: Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent 1a Demonstrating Knowledge of
EFFECTIVE INSTRUCTIONAL LEADERSHIP ACT (EILA) Since 1984, the General Assembly has mandated that instructional leaders employed by local public school districts in the Commonwealth of Kentucky must participate
CHANGE AGENTS: HOW STATES CAN DEVELOP EFFECTIVE SCHOOL LEADERS West Comprehensive Center: Building the Capacity of Principals as Instructional Leaders October 24, 2013 Warm-Up How effective are your policies
Teacher Observation Form The Novato Unified School District Teacher Evaluation is based, in part, on a formal discussion of performances and conferences conducted on the following dates: Temporary (Conference