Descriptive Framework

Professional Development measures the degree to which teachers value continuous personal development and school-wide improvement.

First of all, continual feedback allows teachers to self-reflect on best practices. For example, a teacher can target his/her areas of weakness in order to grow professionally and gain further insight of best practices. Another benefit, of teacher evaluations is higher student success rates. These, for example, are measurable through district assessments and state standardized assessments. If a teachers success rate has significantly improved through modification of practices, T-TESS has served its intended purpose. Finally, yet another benefit of teacher evaluations is the fact that the educator is an active participant in his/her evaluation process. For example, through goal setting, the educator is allowed the opportunity to decide where he/she want to grow. Through the evaluation cycle and the communication therein, the appraiser and educator both take greater responsibility in understanding and meeting established goals. Finally, at the end of the process, student growth is an indicator of a well-developed and integrated evaluation system. These are but a few of the many benefits reaped from an evaluation systems such as T-TESS (TEA,

Teaching is moving from an individual to a collective activity. The level of agreement and alignment across classrooms around powerful practices are increasing. The school is aligning its organizational resources around support for instructional improvement.

Stakeholders are groups or individuals that can affect or can be affected by a policy, such as Medicaid. There are many stakeholders that have the ability to affect change when it comes to the elderly and Medicaid. There are also many Stakeholders that are affected by Medicaid as a policy.

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

These Social Services are put in place to help with the success of the students who attend as well as students who were not as successful in school during their early years.

This pack has been produced to help people in a support role, raise awareness of the importance of effective communication and professional relationships with children, young people and adults who are working in an educational environment. The pack will be separated into three key areas,

This paper explores the Professional Development System of the Volusia County School Districts and how they are implemented. It addresses the unique contributions of Charlotte Danielson and how her Framework for Teachers influenced and aided the Florida Educator Accomplished Practices (FEAPs). This paper also addresses Assessment, Volusia Proficiency Model (VPM) and Problem solving techniques currently used in Volusia County Schools. It concludes with the author’s thoughts on how he would implement the knowledge and skills in each of these areas of Professional Development in the teaching and learning process.

The Washington County School District organizational strategies that are in place for teachers has increased academic student growth in my classes. Throughout year, I participate in professional development activities that enhance my teaching skills and increase student learning. During the summer, I collaborate with district data analysis and colleagues to disaggregate student data, correctly identify the lowest benchmarks that students scored based on FSA performance and Washington County School District Progress Monitoring Program (three assessments from the previous year). After which, we develop an "Order of Instruction” for content areas based on data from various student measures that have been assimilated throughout the school year.

Napavine’s goal is to engage and inspire critical thinking skills in every student through instruction that is individually relevant, motivating, aligned and diverse. Our action plan is for both the elementary and junior/senior high schools to utilize the Marzano Instructional Framework as a guide to student learning and professional growth. We have established that building administrators and teachers will utilize the Marzano Frameworks to guide professional growth discussions, goal setting meetings, and to identify future professional development opportunities. We have also established a Teacher/Principal Evaluation Program (TPEP) committee who will plan and guide professional development that includes a teacher leader to provide evaluation and framework training. Our School Improvement Plan (SIP) identifies Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvements. We also hold student growth meetings each fall between school administrators and teachers to revolve around students at risk of falling behind their peers and student sub-groups who may be collectively behind the total student population (closing the achievement gap). We plan to make time for instructional rounds during the school year to facilitate professional growth among teachers.

Stakeholders in any project are the persons with major interest on the same project. In community policing, the key stakeholders are the community members

Provided staff professional development on formative assessment, effective lesson planning, Professional Learning Communities, Marzano’s Instructional Strategies, and student friendly learning scales

Student achievement is a shared responsibility between parents, teachers, and students. Some say home environment is the most important factor, while others claim the teacher controls learning. Still many insist learning is the result of intrinsic motivation within the student. However, during the organizational effectiveness assessment of Avon Lenox, only the learning environment and support systems were considered. Data collected include instructional practices, administrative protocol, and student response to the school environment.

An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the

The focus of this paper is to analyze the supervision and evaluation of teachers at my Catholic school, and suggest a model program that better meets the needs of all teachers, regardless of their years in service. My experience teaching at the same school over the last 15 years indicates that supervision and evaluation of teachers is either a perfunctory task, or designed as a “gotcha” activity. In either case, there is never the expectation that the teacher and the administrator will collaborate to ensure teacher professional development, and no one would call it a meaningful process. Research shows that teachers do not become better teachers based on passive participation in an evaluation process they do not value. Charlotte Danielson (2010) argues that professional growth occurs only when teachers engage in “self-assessment, reflection on practice and professional conversation.” (p. 38).