Evaluation Interview Nicole L.

Brock University of New England

Dr. William Doughty

Supervision and Evaluation of Instructional Personnel-EDU 704 July 19, 2012

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1) Background Information/Introductory paragraph

When I first applied to the University of New England, I was required to locate a school that would allow me to come in a conduct research necessary to my program. I immediately thought of a charter school near my city that is doing extremely well according to the state report card. The school is run by a management company that is responsible for several other schools that are in different stages of development and success. I choose the principal of North Pointe Academy to interview because the teachers seem happy and fulfilled in their positions and they also respect Mr. Fox as the leader of the school.

I first met Andre Fox when we served on the board for a local community center. After speaking with him and touring his school, I knew that he was devoted to his students and staffs success. I would like to interview Andre because I know how the public school system evaluation goes and I would like the opportunity to compare it to that of a charter schools evaluation process. I would also like to see what he looks for in a teacher.

2) Mr. Fox, please describe the evaluation process used by North Point Academy.

Mr. Fox/ AF hands me a copy of the current evaluation form used by the school and points to the top of the introduction page and points out that the areas of focus for the evaluations are A. Organization B. Creating an Environment for Student Learning C. Teaching for Student Learning D. Teacher Professionalism AF: The state is going through a revamp of teacher evaluation. Not so much on how it is conducted, but a part is being added. This coming school year teachers will also be evaluated on how well their students do on in class assessments and Standardized test.

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2b) How do you and the teachers feel about that change? AF: I can see where it causes concern for some teachers. I am from the school of thought that if you are doing your job in the class room by focusing on state benchmarks and indicators; you will do great in this area. I know of some teachers on staff who feel that this change is putting too much emphasis on standardized test being the sole indicator for academic success. I do believe it is a fair assessment to make considering the importance of the OAA. It will definitely keep them on their toes. If you are a great teacher, the change in evaluation will motivate you to look for ways to improve; if not then I think you will be apprehensive the whole school year. My goal is to pair teachers who are comfortable with the uncomfortable ones to inspire them. Hopefully this will make the change easier and less nerve racking .

2c) How will this change be implemented into the evaluation process? AF: It will have to be completed over a week or two after the last test is given toward the end of the year. So the in class evaluation will be finished first then when test scores are available the evaluators will look at the scores from the beginning of the year and make comparisons to the end. We will also make comparisons with state and district standards and dont forget the in class room assessments made by the teachers, those get thrown in the pot also.

2d) Does being a charter school give you any leeway on how you conduct your evaluations? AF: No. We want to keep as uniformed as possible with the public school district and state standards. The reason being has a lot to do with flying below the radar. We do not want to stand out to much because we are scrutinized constantly for every little thing we do wrong or differently. I pick my battles wisely!

2e) Have you heard of Charlotte Danielson? AF: Cant say that I have.

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I proceed to explain who Charlotte Danielson is and her work in the area of teacher evaluation. I brought my text with me and he skimmed through it. He asked to borrow it when my class was complete.

3) Do you have any choice in the process used? AF: Like I mentioned before, my evaluators and I tend not to sway to far from the district and state standards. I think it will be even more important to remain uniform during the new changes. That way we will easily see what worked this upcoming year and what didnt. It is important to go by the book especially when a new system is rolled out.

3b) Who do you report to in terms to the process used? AF: We are managed by the Leona Group and they have representatives who are liaisons between the Ohio Department of Education and the schools they manage. There is another evaluation that Leona Group has available, but it was decided to use the one provided by the state. Anyway, the representatives are very knowledgeable about the goings on at the state level. Actually, it makes my job easier to report to them, like there is a weight lifted.

4)

What do you believe are the strengths and weaknesses of the evaluation process?

AF: I believe that the ease of use is the major strength of the evaluation. Mr. Fox then shows me the 1-5 scale:
5 4 3 2 1 Exceeds the desired level of performance in most areas An above average level of performance A satisfactory level of performance This area needs improvement Performance is unsatisfactory

It makes the process more consistent between evaluators. As far as the weaknesses, I think that many teachers hate the process mainly because they are being judge. So for about a month the teachers 4|Page

seem on edge and afraid for their jobs. I have had complaints from parents who say that their children think the teacher as more mean during this time. I have racked my brain for ways to combat this and reassure teachers that this process is not meant to accuse, but to motivate improvement.

4a) Has reassuring teachers worked? AF: Yes and No. Dont get me wrong, I value my teachers. The group I have now are competent and hard working. There are some who take the evaluations as an opportunity to prove their worth and work on the professional development plans. Others feel that because they work for a charter school with no union, they are at risk of being terminated with little reason.

5) What do you believe are the weaknesses in the process and challenges that have occurred in its implementation? AF: No more than what I mentioned. I think what weighs heavily now is the new evaluation and how it will be received. I am sure there will be state wide concerns. I am going to attend a meeting soon that will address what the changes mean to contract renewals and terminations. I do know there will be a probation period for teachers who are found to be unsatisfactory.

6) Have you ever had to make adjustments due to a situation in your school? Mr. Fox asked for clarification. I reworded the question to: Have you ever had to reschedule an evaluation because of something going on in the classroom? AF: No, I havent. We try to make sure that the times we choose to enter a classroom are not during a test, assembly or even scheduled fire drill! He chuckled.

7) Is there anything that you want to add or clarify about the evaluation process? AF: Just that there is some uncertainty with the new changes both from the school leaders and teachers. I believe we have to be patient with the process, but again I may be asking too much from teachers who feel their jobs are at stake.

(Fox, Personal Communication, July 19, 2012) 5|Page

References

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Association for Supervision & Curriculum Development.

Ohio Department of Education, (n.d.). Retrieved from: http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDedicatedPage.aspx?page=970

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APPENDICES D & E

Note: This evaluation was sent to me via email. It is the same form that was shown to me during the interview. I was given permission to copy and paste into this paper.

Toledo Public School District Teacher Evaluation

Teacher Name _______________________________ Administrator Name __________________________ School Year _______________________________

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TEACHER OBSERVATION REPORT FORM Date Teacher Observer __________________________________ __________________________________ __________________________________ ___________ Ended ____________ Approaches: _____ _____ _____ _____ _____ _____ _____ Discussion Demonstration Individual work Lecture Question/Answer Simulation/Role Play Other

Time Started

Briefly comment on the following: Organization:

_________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Creating an environment for student learning: ___________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Instruction: ____________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Professionalism: _________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ ___________________________________ ___________________________________

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Teacher's Signature

Administrator's Signature
Post Observation Conference Date

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Lucas County/Toledo Public School District Teacher Evaluation

Introduction
The purpose of this evaluation tool is to provide feedback for specific areas of teaching that we feel are important for a successful teaching experience. The evaluation process is organized into four main areas: A. B. C. D. Organization Creating an Environment for Student Learning Teaching for Student Learning Teacher Professionalism

This evaluation instrument is designed on a framework of essential teaching criteria. It models an active view of learning and teaching in which the students' like experiences and prior knowledge are regarded as important instructional resources. The system is flexible enough to accommodate a variety of teaching styles. The instrument fosters growth and professional development by recognizing strengths as well as weaknesses. The scale from 1 to 5 allows the evaluator the opportunity to score those areas that may be evident, but not strong. The scale is constructed so that a 1 is low and a 5 is high. The rating scale is as follows: 5 5 4 3 2 Exceeds the desired level of performance in most areas An above average level of performance A satisfactory level of performance This area needs improvement Performance is unsatisfactory

The evaluator will provide specific suggestions for areas that need improvement or areas deemed to be unsatisfactory and the means to achieve desired improvement. An N/A will be used for specific areas that are not observed. The teacher shall be afforded the opportunity to give written response or comment on the evaluation form. Evaluation Cycle: Pre-conference Observation 1 Observation 3 Observation 2 Observation 4

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Evaluation 1 with post-conference

Evaluation 2 with post-conference

Evaluation Date: Evaluation 1 1 2 3 COMMENTS: 4 5 N/A

Section A: Organization A1: Knowledge of Student 1. Knowledgeable of students' functioning levels. 2. Perceptive of the environmental factors that influence the students' performance. A2: Appropriate Learning Goals for Students 1. Correlates appropriate instructional objectives which implement the course of study. 2. Provides a program responsive to students' capabilities and needs, which may include interventions. A3: Teaching Methods, Instructional Materials, and Assessments 1. Provides clear plans for a substitute teacher, with proper instructions for materials used and daily schedule (per faculty handbook/substitute folder) 2. Shows plan for evaluation of students' performance (grades/assessments). 3. Uses classroom performance and test data to revise instruction. 4. Demonstrates an understanding of the content learned previously, the current content, and the content that remains to be learned. 5. Uses district recommended instructional/technology materials 6. Provides manipulatives and materials as needed. Section B: Student Learning Environment

Evaluation Date: Evaluation 2 1 2 3 COMMENTS: 4 5 N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

B1: Classroom Environment 1. Maintains a pleasant classroom climate; safe and functional 2. Arranges the classroom to maximize opportunities for student learning. 3. Uses positive reinforcement. 4. Communicates expectations for classroom behavior, rules and classroom procedures, and both positive and negative consequences. 5. Models safe practices including the proper and safe use of equipment. 6. Utilizes displays, bulletin boards, charts and/or materials related to safety, discipline, instruction, and achievement, where applicable.

1 2 3 COMMENTS:

N/A

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1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

B2: Rapport with Students 1. Encourages students, through the classroom discipline plan, to accept responsibility for their own behavior. 2. Encourages relationships that are professional, respectful, and friendly. 3. Respects the individual's rights. 4. Implements rules and procedures consistently, demonstrating self-control in difficult situation. B3: Learning Expectations 1. Communicates learning expectations based on district curriculum goals and adopted courses of study.

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

Section C: Instruction 1 2 3 COMMENTS: 4 5 N/A C1: Communicating Clear Goals and Procedures 1. Presents a variety of activities to spark student interest. 2. Provides clear, explicit directions. 3. Communicates objectives of the lesson. C2: Comprehensible Content 1. Appropriately uses a variety of instructional techniques. 2. Employs a variety of materials and resources. 3. Utilizes effective questioning strategies. 4. Provides students with intervention opportunities. 5. Provides accurate information. C3: Assessment of Student Comprehension 1. Provides individual student tasks appropriate to their ability/achievement level. 2. Stimulates and challenges students to use higher level thinking skills. 3. Elicits frequent responses for active student participation in learning. 4. Assesses learner performance through a variety of formal and informal techniques. 5. Incorporates past learning. C4: Classroom Management 1. Demonstrates the ability to work with individuals, small groups, and large groups. 1 2 3 COMMENTS: 4 5 N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

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2. Modifies techniques and materials as teaching/learning situation requires. 3. Uses time efficiently. Section D: Teacher Professionalism 1 2 3 COMMENTS: 4 5 N/A D1: Efficiency 1. Turns in office correspondence promptly and accurately. 2. Performs duties promptly. 3. Provides accurate data to school/district as required. 4. Is able to substantiate grades/reports with appropriate documentation. D2: Relationships 1. Cooperates with other professionals and the administration. 2. Utilizes support staff appropriately. 3. Informs appropriate personnel of school-related matters. 4. Shares ideas and experiences through communication networks. D3: Professionalism 1. Demonstrates positive attitudes toward the profession. 2. Attendance is dependable and punctual (barring extenuating serious illness/injury). 3. Speaks and writes clearly using correct rules of grammar and spelling. 4. Maintains a professional and ethical behavior. 5. Appearance is professional and appropriate to the teacher's job assignment. 6. Participates in district and building level professional activities. 7. Keeps current with developments in the field. 8. Uses discretion in handling confidential information. 9. Demonstrates a knowledge of state and federal regulations as they relate to the instructional situation. D4: Communicating with Parents/Guardians 1. Participates in conferences with parents. 2. Shares ideas with parents about how to improve student success. 3. Is responsive and available to parents. 4. Responds promptly to parental concerns. 5. Solicits parental input. 1 2 3 COMMENTS: 4 5 N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

1 2 3 COMMENTS:

N/A

ADDITIONAL COMMENTS: Administrator

ADDITIONAL COMMENTS: Administrator

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ADDITIONAL COMMENTS: Teacher

ADDITIONAL COMMENTS: Teacher

Overall Evaluation 1 2 3 4 5 Both evaluations are rated on the same scoring sheet to provide feedback comparisons to the same post-conferences.

Overall Evaluation 1 2 3 4 5

Principal's Signature ___________________________________ __________________________________ Teacher's Signature ___________________________________ __________________________________ Date ___________________________________ __________________________________

Principal's Teacher's Date

Signature Signature

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Principal's Signature ___________________________________ __________________________________ Teacher's Signature ___________________________________ __________________________________ Date ___________________________________ __________________________________

Principal's Teacher's Date

Signature Signature

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