Competency 4: Curriculum, Instruction and Supervision Related Task: 4.

3 conduct a clinical evaluation cycle including observation in a typical classroom. I will conduct the evaluation by using the Comprehensive Teacher Evaluation System. Narrative Description of task: Conduct at least one clinical supervision cycle including preobservation, classroom observations and evaluation session with a teacher. Using the Comprehensive Teacher Evaluation System, Brionna Brown will be observed and evaluated over the course of a week. A written evaluation will be completed up to district standards. Following the post evaluation, an interview/reflection will be conducted to review the district format of the evaluations, address concerns and deficiencies, to assist with the instructional and academic growth of the teacher. It will also provide a meaningful reflection for staff members. Smart Goal: By April 2014, I will conduct a complete teacher evaluation of Brionna Brown by including walk-throughs, pre and post evaluations including interviews for feedback and reflections. Specific: Measurable: Attainable: Relevant: Observe pre and post teacher evaluations from beginning to end. Conduct a full teacher evaluation cycle. Evaluation will provide good practices and reflection to improve teacher effectiveness. Teacher evaluations are mandated by the State of Michigan to improve teacher quality and effectiveness in the classroom. Brionna Brown will use the evaluation to make set appropriate goals. By April 2014, I will observe a full cycle teacher evaluation.

Timely:

Description and Rationale Teacher evaluations are important tools that are used to monitor the instructional level/growth of the teachers, in which reflects the learning and academic achievement of students in the classroom and school setting. Mandated by the State of Michigan and school authorizers, all staff members are required to be evaluated at least two times each academic school year. The State of Michigan use evaluations to monitor the progress and instructional level of individual teachers and the overall growth of the school. Within each evaluation, the language stems from an alignment with the State of Michigan, teachers are rated ineffective, minimum effective, effective, and highly effective. However, some evaluation tools only have three ratings and fail to mention the minimum effective (ME) rating. If students and teachers fail to show growth after the course of several years, they are deemed ineffective and terminated from their teaching position.

After close examination of comparing state requirements with the Danielson Model, I compared them closely to Northridge Academys evaluation tools. Northridge Academy utilizes the Comprehensive Teacher Evaluation System that indirectly aligns with the Danielson Model, with the modification of general language and less feedback. The evaluation consist of a general one-minute walk through to assure that the teacher candidates had all of the required artifacts and procedures present to instruct a full lesson. Mrs. Brown and Mr. Raddatz do a great job preparing their classroom for instruction. Next, the Essential Elements Profile (EEPs) was also completed during the implementation of a complete lesson. The EEPs has a rating of (1) not satisfactory to (5) outstanding. The content of the EEPs prepares teachers for the Comprehensive Tool. EEPs focus on the aspects of curriculum, instruction, learner, environment, and the collaboration with other teachers and specialist in the school setting. Leading into the evaluation, both candidates had a brief pre-evaluation interview to discuss what subjects are being taught, including dates, times, and the domain areas that is in need for improvement. During the discussion, we reviewed the Comprehensive Teacher Evaluation Tool to provide the teachers with back ground knowledge and what in particular I will be observing during their lessons. The post evaluation interview was conducted immediately after the evaluation while my notes and feedback was still fresh. Both candidates elaborated on how well they thought the lesson went and the things they need to improve. Soon after, I chimed in on the different component that is in need of improvement. Both teachers received highly and/or effective ratings. They were satisfied with these ratings, however they both agreed on the areas of improvement that we discussed. Reflection In conclusion, I came to the understanding that the evaluation tool makes for a long drawn out process and is in need of an immediate alteration. The Comprehensive Teacher Evaluation Tool is difficult because of the format of the document. The tool comprises of small comment boxes that make it difficult to provide details for each domain. In order to provide details, you must attach details by writing side notes on another document. If the evaluation tool can be completed electronically, time spent writing notes and preparing the document will be cut in half, and details can be unlimited. Another idea to curtail the duration of teacher evaluation is to provide training for lead and/or veteran teachers to conduct evaluations. With only one administrator doing observations, it becomes much more difficult to carry out other school functions. For example, I witnessed firsthand, other pertinent items with deadlines being put on hold, due to the fact that the school leader had to finish up evaluations. If other trusted staff members had the training the process will relieve a lot of stress from the administrator. If the administrator has to complete more than two evaluations a day, it is not fair for the teachers who are third or fourth. For example, the administrator might become too relaxed and fail to observe important aspects of a lesson. The administrator may also develop unintentional bias by comparing the previous teachers lesson to another. Therefore, an effective rating from on lesson can make another effective lesson ineffective.

I honestly believe that all teacher evaluation tools should be administer electronically, and administrators should delegate teacher evaluation duties to other stakeholders to make their jobs easier and to develop a suitable way to construct teacher evaluations.