pride professional rubrics investing & developing educator excellence professional development...

PRIDEPRIDE Professional Rubrics Professional Rubrics

Investing & Developing Investing & Developing Educator ExcellenceEducator Excellence

Professional Development Department Sarasota County

Schools

Outcomes

Participants will:

• Demonstrate understanding of “high stakes”

teacher evaluation versus professional growth

evaluation.

• Explore the PRIDE Rubrics.

• Explore Race to the Top Implications.

Activity

High Stakes Evaluation

Professional Growth Evaluation

High Stakes Evaluation

• Systems of evaluation that place high value on a one shot observation may lead to inaccurate assessment.

• Miss the Mark

Evaluate tiny amount of teaching

Evaluate individual lessons that don’t carry much weight

Evaluate lessons that are often atypical

Rarely focused on student learning

Incomplete picture (Excerpted from It’s Time to Rethink Teacher Supervision and Evaluation, Phi Delta Kappan,

2005)

Professional Growth Evaluation

• Teacher performance is looked at over time

• Shift to a dynamic, interactive, continuous analysis of the teaching and learning

• Systematically visit classrooms

Conclusion

PRIDE Evaluation Process is to Teachers

Progress Monitoring is to

Students

Administrator ResponsibilitiesAdministrator ResponsibilitiesAdministrator ResponsibilitiesAdministrator Responsibilities

EvaluationEvaluationEvaluationEvaluation

RationaleRationaleRationaleRationale

Knowledge of Knowledge of

Instruction & PRIDEInstruction & PRIDE

Knowledge of Knowledge of

Instruction & PRIDEInstruction & PRIDE

OBSERVATION

CustomizedFocusedLook for’s

All Other

Performance

Data

What interferes with accurate What interferes with accurate

assessments of teacher performance?assessments of teacher performance?

Not observing at all Not observing enoughClass make-up - ability

levels, behavioral problems, etc)

Comparing teachers - within or between schools

Ineffective professional conversations (not providing specific examples related to the rubric and what you observed)

Not observing at all Not observing enoughClass make-up - ability

levels, behavioral problems, etc)

Comparing teachers - within or between schools

Ineffective professional conversations (not providing specific examples related to the rubric and what you observed)

PRIDE

• Domain I. • Creating A Culture For Learning

• Domain II. • Planning For Success

• Domain III. • Instructing And Assessing For Student

Achievement• Domain IV.

• Communicating Professional Commitment

Criteria

Accomplished

Needs Improvement

Developing

Unsatisfactory

Exceptional Qualities

•Little or no evidence, rarely

•Inconsistently, infrequently

•Most of the time

•Consistently

•Above and beyond

Exceptional Qualities

PRIDE PRIDE EvaluationEvaluation

Rubric Review

•Room divided into 1’s & 2’s•1’s read CI Rubric Domains I, II, III•2’s read NCI Rubric Domains I, II, III•Highlight key phrases & jot down notes

Two Person Teach

Find a partner from across the room. If you are a #1, find a #2.

Criteria

Accomplished

Needs Improvement

Developing

Unsatisfactory

Exceptional Qualities

•Little or no evidence, rarely

•Inconsistently, infrequently

•Most of the time

•Consistently

•Above and beyond

Student Achieveme

nt

Evaluating Effectively…Evaluating Effectively…

●Conduct frequent observations

● Provide feedback

●Help teachers see relationship (linkage) among PRIDE competencies and the connection to their performance

Connect the DotsConnect the Dots

Teacher ResponsibilitiesTeacher ResponsibilitiesTeacher ResponsibilitiesTeacher Responsibilities

Knowledge of

Instruction & PRIDE

Knowledge of

Instruction & PRIDE

RationaleRationale

Self AssessmentSelf Assessment

Race to the TopRace to the Top

•PRIDE – foundation for performance practices

•Florida Accomplished Practices – embedded

•50% of evaluation based on student achievement/ growth

The The standard standard becomes becomes what you what you

expect and expect and accept.accept.

The The standard standard becomes becomes what you what you

expect and expect and accept.accept.