In an earlier post I mentioned how important administrative guidance is to successful implementation of the new educator evaluation. This guidance comes in many forms– from limiting the number of elements educators and evaluators focus on to setting clear expectations about the submission of artifacts to a coordinated effort to draft team goals whenever possible.
Both Hadley and Amherst Public Schools encourage teachers to focus their efforts on a specific subset of elements within the performance rubric. Amherst selected ten elements (Amherst Priority Elements–Teachers), while Hadley identified nine (HadleyTeacher Rubric- 9 Elements v2).
As I point out in the Q & A section of this blog, the model system requires teachers to submit artifacts that demonstrate their progress in all sixteen indicators in the performance rubric. In order to streamline this process, administrators lead staff in identifying existing artifacts (such as model curriculum units) that address many indicators. Setting limits on the number and size of artifacts lightens work loads for teachers and principals while also increasing the odds that useful information will emerge from collaborative review of the artifacts.
Similarly, the creation of team goals for either the professional practice or the student learning goal can streamline the process for both the educator and evaluator. A Granby public school principal reports that this approach leads to greater buy-in to the goal by teachers and, one would think, a greater chance of success in achieving the goal as well.
Let me know what’s working in your district.