[00:00:02]
>> ALL RIGHT. GOOD EVENING, EVERYONE.
[1. Opening Items]
IT'S 6:00 O'CLOCK ON MARCH 16TH [NOISE] AND WE'RE HERE FOR MARCH BOARD OF EDUCATION WORK SESSION.THE BOARD OPENED THE MEETING AT 5:05 WITH A MOTION BY MR. GIACOMO AND A SECOND BY MR. BARTON.
MS. DILL WAS ABSENT THIS WEEK, SO ALL IN FAVOR FOR OR IN FAVOR OF OPENING THE MEETING.
A FEW MINUTES LATER, WE WENT INTO CLOSE SESSION WITH A MOTION BY MS. WAYMAN.
SECOND BY MR. GIACOMO, MS. STILL STILL BEING ABSENT.
FOR WHEN WE CLOSED SESSION [NOISE] TO DISCUSS PERSONNEL ISSUES WITH OUR LEGAL COUNSEL.
THAT BEING SAID, BOARD MEMBERS, IT'S 6:01 I LOOKING FOR A MOTION TO RECONVENE AN OPEN SESSION.
>> MOTION TO RECONVENE IN OPEN SESSION.
>> WE'VE GOT SECONDS BY MR. BARTON AND MS. WAYMAN ALL THOSE IN FAVOR.
>> THANK YOU. MR. GIACOMO, I KNOW.
AS LONG AS YOU'RE COMFORTABLE, JUST EITHER SPEAK UP SO THE MIKE CAN HEAR YOU, OR MAYBE IF YOU WANT TO PULL THE MASK DOWN WHEN YOU SPEAK, THAT'S FINE TOO.
I GUESS WE'RE UP FOR THE PLEDGE OF ALLEGIANCE.
>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
>> ALL RIGHT. THANK YOU. BOARD MEMBERS, WE'VE GOT AN AGENDA PRESENTED FOR A WORK SESSION AND ITS COMMENTS OR QUESTIONS OR TO HAVE A MOTION TO APPROVE.
>> I SAY MOVE THE AGENDA. BE SECOND.
>> MOTION BY MS. WAYMAN, SECOND BY MR. BARTON, ALL THOSE IN FAVOR?
>> MOVING ON. WE HAVE A DISCUSSION TODAY ABOUT ADDITIONAL BANDWIDTH DISCUSSIONS. [NOISE]
>> ACTION ITEM, INDIVIDUAL ACTION ITEM.
[2. Individual Action Items]
>> MR. [INAUDIBLE] ARE YOU TAKEN CARE OF THAT?
>> YES, SIR. PRESENT NEWCOMB, MEMBERS OF THE BOARD, YOU HAVE BEFORE YOU [NOISE] REQUEST TO APPROVE A CONTRACT FOR ADDITIONAL WIDER AREA NETWORK USE TO NETWORK MARYLAND.
MARYLAND DEPARTMENT OF INFORMATION TECHNOLOGY FOR A COST NOT TO EXCEED $1002 FOR THE CONTRACT TERM, OF JULY 1, 2021 THROUGH JUNE 30TH OF '26.
ANNUAL COST TO THIS IS $20,400.
IT IS BUILT INTO OUR OPERATING BUDGET FOR NEXT YEAR, AND AS WITH PREVIOUS CONTRACT AWARDS FOR NEXT YEAR, THIS IS DONE IN ORDER TO ALLOW US TO ENSURE THAT WE HAVE CONNECTIVITY THE PROPER, THEY'RE ENOUGH BANDWIDTH TO HANDLE THE NUMBER OF DEVICES THAT WE HAVE ON OUR NETWORK NOW WITH ONE-TO-ONE.
THE POTENTIAL FOR MORE AND MORE DEVICES NEED TO HAVE ACCESS TO THE INTERNET ON A DAILY BASIS.
TIMING OF THIS IS SUCH THAT ORDINARILY WE TRY TO TIME OUR BIDS TO COME TO YOU AT A REGULAR BOARD MEETING, BUT E-RATE HAS ITS OWN TIMELINE AND FORCES US TO FOLLOW THEIR TIMELINES WHICH DON'T NECESSARILY COINCIDE WITH OURS.
THAT'S WHY IT'S COMING BEFORE YOU AT A WORK SESSION AND NOT AN IRREGULAR FIRST TUESDAY OF THE MONTH OF THE BOARD MEETING.
ACTUALLY, WE'LL HAVE MORE OF THAT.
>> NO OTHER PROPOSAL, NO OTHER PEOPLE?
>> NO, THERE'S REALLY ONLY A COUPLE OF PLAYERS.
[LAUGHTER] BUT IT'S STILL REQUIREMENT ON THE FEDERAL E-RATE PROGRAM TO FILL THE PROCESS JUMP THROUGH THE HOOPS.
BECAUSE IN OTHER AREAS OF THE COUNTRY, THERE ARE MULTIPLE PROVIDERS, BUT HERE ON THE SHORE, VERY LIMITED NUMBER OF PROVIDERS AND FAMILY.
>> EVEN THAT LOOKS LIKE A GOOD RATE.
>> OH, IT'S EXTREMELY GOOD RATE.
>> THE OTHER ADVANTAGE OF IT IS, [OVERLAPPING] IS OUR THIRD, E-RATE VARIETY.
[INAUDIBLE] PROVIDES US BANDWIDTH, AND THEN COMCAST PROVIDES ITS BANDWIDTH.
[INAUDIBLE] CONSIDERING THEM ARE PART OF DAY WHEN COMCAST FIBER WITH BE CUT.
WE ASK THE BOARD THAT WOULD MARYLAND COULD KICK IN THESE AND AT LEAST [INAUDIBLE] TRYING TO DIVERSIFY THE
[00:05:03]
BEST WE CAN BUT THIS IS THE FIRST TIME WE'VE EVER HAD AN ALTERNATIVE TO TRANSFER THIS HIGH-SPEED BANDWIDTH AND COMCAST ARE THE ONLY ONE UNTIL WE CONNECT WITH MARYLAND.THEY GOT FIVE OF THE ISSUE OR OPPORTUNITY THAT THE COVERS ON A REALLY BAD DAY WHEN SOMETHING HAPPENS WITH COMCAST TECHNOLOGY-WISE OR LIKEWISE, THIS IS AN ALTERNATIVE TO THIS [INAUDIBLE]
>> BECAUSE THE INTERNET HAS BECOME A REQUIREMENT.
>> I MEAN, IT'S A MISSION-CRITICAL FIRST.
>> [NOISE] GOOD THING IT EXISTED IN THE PAST YEAR WHAT WOULD HAVE HAPPENED 20 YEARS AGO.
>> THIS PANDEMIC, [OVERLAPPING].
>> [OVERLAPPING]. IF THIS PANDEMIC HAPPENED 15 YEARS AGO, WE WOULD HAVE BEEN IN A COMPLETELY DIFFERENT SITUATION.
[OVERLAPPING] A NOT A LOT OF PAPER PACKETS.
>> ABSOLUTELY. WOULD'VE BEEN REALLY ROUGH.
>> A LOT OF TREES GETTING CUT.
>> [OVERLAPPING] I DON'T KNOW MOTION WE APPROVE.
>> PERMISSION TO APPROVE MS. GIACOMO.
>> SECOND BY MS. WAYMAN, ANY ADDITIONAL THAT CONVERSATION AND DISCUSSION AND QUESTIONS? ALL THOSE IN FAVOR?
MARK MENTIONED THAT I MEAN, DO THE THREE PROVIDERS CAN WE GET THEM TO ALL SCHOOLS OR IT IS ONE PROVIDER NORTH THEN ONE PROVIDER SOUTH OR?
>> THEY'RE DISTRIBUTED AMONG ALL THE SCHOOLS TO TRY AND LOAD BALANCE IT OUT WITH LITERALLY ANYONE ON THEM COULD BE ANYWHERE.
THEY COME CENTRALLY TO WORK WORKING ENGINEER AND SHOT AND THEN THEY GREW UP FROM HERE.
SOMEBODY DROPPED THE BOMB, I BELIEVE YOU HAVE A PROBLEM.
[LAUGHTER] OTHERWISE, WE WOULDN'T BE ABLE TO SEE [INAUDIBLE] CONTROL.
IT TOOK A LOT OF DEMAND IN ONE BUILDING WATER DEMAND ONE BUILDING AND ONE END [INAUDIBLE]
>> OKAY. THANK YOU. ALL RIGHT.
THAT WAS OUR ACTION ITEM AND NOW WE ARE MOVING INTO THE REPORT ON
[3. Report]
THE TEACHER EVALUATION SYSTEM [OVERLAPPING]>> YES. PRESIDENT, INCOME MEMBERS OF THE BOARD GOOD EVENING.
TONIGHT WE DO HAVE A TEACHER EVALUATION SYSTEM, KIND OF AN UPDATE FOR YOU.
OUR TEACHER EVALUATION SYSTEM HAS BEEN IN PLACE FOR MANY YEARS.
IT'S ACTUALLY PRETTY COMPLICATED.
LINDSEY HAS DONE A NICE JOB OF TRYING TO PARE IT DOWN TO THE MOST ESSENTIAL PARTS OF THAT.
THIS IS UPON YOUR REQUEST AND SO HOPEFULLY WE'LL ANSWER ANY QUESTIONS YOU HAVE AS IT RELATES TO THE TEACHER EVALUATION SYSTEM. LINDSEY?
>> ALL RIGHT. GOOD EVENING, PRESIDENT NEWCOMB DR. SAELENS MEMBERS OF THE BOARD, DEBBY [INAUDIBLE] AND I ARE DEFINITELY GOING TO DO THIS TOGETHER TONIGHT TO DISCUSS OUR TEACHER EVALUATION SYSTEM.
I'M SURE YOU KNOW THAT IN 2009, THE BOARD ACTUALLY APPROVED A POLICY FOR OUR TEACHER PROFESSIONAL GROWTH SYSTEM.
THE POLICY TALKS ABOUT THAT RESEARCH PROVIDES STRONG EVIDENCE THAT THE MOST IMPORTANT COMPONENT IN STUDENT ACADEMIC ACHIEVEMENT IS THE QUALITY OF THE CLASSROOM TEACHER AND THE OTHER RELATED PROFESSIONALS.
WE HAVE A DIFFERENTIATED TEACHER PROFESSIONAL GROWTH SYSTEM THAT WITHIN THE FRAMEWORK OF CONTINUOUS IMPROVEMENT, WE PROVIDE SUPPORT TO TEACHERS AS THEY RELATE THEIR OWN SKILLS TO THE EVOLVING DEMANDS.
THE TRUE PURPOSE BEHIND OUR TEACHER EVALUATION SYSTEM, YOU SEE IS HIGHLIGHTED IN YELLOW.
IS REALLY TO PROMOTE STUDENT PERFORMANCE AND ACHIEVEMENT, TO ENHANCE TEACHER PROFESSIONAL PERFORMANCE, AND TO PROMOTE CONTINUOUS IMPROVEMENT.
WE DON'T NEED TO GO THERE, BUT THAT IS THE TEACHER EVALUATION SYSTEM HANDBOOK FOR THE 2021 SCHOOL YEAR.
THE ONLY UPDATES THAT ARE DONE ON AN ANNUAL BASIS OR TO A FEW OF THE DATES OF THINGS THAT ARE DUE AND CHANGING AND COHORTS.
WITHIN OUR TEACHER EVALUATION SYSTEM, WE AND THIS IS RIGHT OUT OF IT.
WE PROMOTE THE HIGH STANDARDS OF TEACHING AND LEARNING.
AS I SAID, WE ENCOURAGED TEACHER GROWTH THROUGH COLLABORATION AND REFLECTION.
WE ENSURE QUALITY TEACHING THROUGHOUT THE DISTRICT.
AS WELL AS THE TES ASSISTANT PERSONNEL DECISIONS.
THERE ARE TWO MAIN COMPONENTS TO THE TEACHER EVALUATION SYSTEM.
THERE'S PROFESSIONAL PRACTICE AND THEN THERE'S OUR STUDENT GROWTH MEASURES.
TOGETHER, THOSE COMBINE INTO WHAT WE REPORT TO THE STATE DEPARTMENT, MSDE.
SO 50 PERCENT IS PROFESSIONAL PRACTICE AND 50 PERCENT OF A TEACHER'S OVERALL EVALUATION IS THEIR STUDENT GROWTH MEASURES.
[00:10:05]
OF THE 50 PERCENT, THAT IS PROFESSIONAL PRACTICE, THERE ARE SIX STANDARDS.THE STANDARDS ARE LISTED HERE, BUT THEY REALLY GO INTO PLANNING OF INSTRUCTION.
THEN THE CONTENT KNOWLEDGE OF AND THE INSTRUCTION ITSELF.
STANDARD 3 GOES INTO CONDITIONS FOR LEARNING AND THE CLASSROOM ENVIRONMENT.
STANDARD 4 RELATES TO FEEDBACK AND ASSESSMENT OF STUDENTS.
THEN FIVE AND SIX ARE PROFESSIONAL DEVELOPMENT AND PROFESSIONALISM.
ALSO WITHIN OUR TEACHER EVALUATION SYSTEM AND THE TEACHER HANDBOOK, EACH OF THESE STANDARDS IS BROKEN DOWN TO WHERE WE HAVE PERFORMANCE CRITERIA LISTED.
THEN IT GIVES EXAMPLES OF CLAIMS THAT ANY OBSERVER CAN USE TO SHOW WHERE A TEACHER HAS RATED ON THAT PERFORMANCE CRITERIA.
THEN WE HAVE BEST-PRACTICE TO SHOW AT LEAST THREE PIECES OF EVIDENCE AS TO WHY A CLAIM HAS BEEN MADE.
THOSE ARE FROM EITHER CLASSROOM EVIDENCES OR UNIVERSAL DESIGN FOR LEARNING EVIDENCES.
THEN WE WRAP UP WITH HOW DOES WHAT WE HAVE SEEN IN THE CLASSROOM TRULY RESULTS FOR STUDENTS? SO AS A RESULT, HOW HAS THIS IMPACTED STUDENTS? [NOISE] THE PROCESS TO THE TEACHER EVALUATION SYSTEM IS IN YOUR NON-TENURED OR PROBATIONARY YEARS, YOUR YEARS ONE THROUGH THREE.
YOU HAVE TWO OBSERVATIONS EACH SEMESTER.
THERE ARE FOUR FORMAL OBSERVATIONS COMPLETED, EITHER BY A SCHOOL BUILDING ADMINISTRATOR OR THE CENTRAL OFFICE.
IT GOES INTO LOTS OF INFORMATION ABOUT ONE IS ANNOUNCED AND ONE IS UNANNOUNCED EACH SEMESTER.
BUT AFTER THOSE TWO OBSERVATIONS, FOR A NON-TENURED TEACHER, THERE'S A MIDYEAR EVALUATION ON A PROFESSIONAL PRACTICE.
THEN AFTER YOUR THIRD YEAR, AND IF YOU'VE BEEN SUCCESSFUL AND YOU RECEIVE TENURE, YOU CAN GO TO THE NEXT SLIDE, RACHEL, YOU THEN GO INTO DIFFERENT COHORTS.
THE FIRST YEAR OF A COHORT, YOU NO LONGER HAVE FOUR FORMAL OBSERVATIONS DURING THE YEAR, YOU HAVE TWO FORMAL OBSERVATIONS.
EACH OF THE FORMAL OBSERVATIONS FOR NON-TENURED AS WELL AS THIS COHORT.
IF IT IS AN ANNOUNCED OBSERVATION, THEY HAVE A PRE-OBSERVATION CONFERENCE.
THAT PRE-OBSERVATION CONFERENCE IS REALLY THE OPPORTUNITY FOR THE OBSERVER TO HAVE A DIALOGUE WITH THE TEACHER ABOUT WHAT WILL THE LESSON BE.
IS THERE ANYTHING THAT THE TEACHER SAYS, I'D REALLY LIKE YOU TO LOOK FOR, HOW OFTEN DO I CALL ON STUDENTS? WHAT TYPES OF QUESTIONS DO I ASK? AM I ASKING HIGHER-ORDER LEVEL QUESTIONS? THERE'S A DIALOGUE IN THAT PRE-OBSERVATION CONFERENCE ABOUT WHAT SHOULD BE OBSERVED.
THEN AFTER EACH FORMAL OBSERVATION, THERE IS A POST-OBSERVATION CONFERENCE WHERE AGAIN, THE OBSERVER PROVIDES THE FEEDBACK THAT THEY SAW, BUT IT'S ALSO VERY MUCH A DIALOGUE WITH QUESTIONS BEING ANSWERED BY THE TEACHER IF THE OBSERVER HAS A QUESTION ABOUT SOMETHING THEY SAW, AND GIVES THAT OPPORTUNITY FOR DISCUSSION AROUND THE OBSERVATION.
THANK YOU, RACHEL. THEN IN YEARS 2 AND 3 OF THE THREE-YEAR CYCLE, WE MOVE AWAY FROM THE FORMAL OBSERVATION AND GO INTO AN INFORMAL OBSERVATION, WHERE ONE IS COMPLETED EACH SEMESTER.
AN INFORMAL OBSERVATION DOES NOT NECESSARILY HAVE TO BE WRITTEN TO ALL FOUR OF THE FIRST STANDARDS.
IT CAN BE WRITTEN TO JUST ONE STANDARD AND, YES, THANK YOU, IT'S JUST A CHECK-IN TO HOW THE TEACHER IS DOING ON THOSE SECOND AND THIRD YEAR OF THE COHORT CYCLE.
I DID TALK ABOUT THIS A LITTLE BIT.
BUT IN ALL POST-OBSERVATION CONFERENCES, THERE'S REALLY TWO PARTS, OR POST-OBSERVATIONS THERE'S TWO PARTS.
THERE'S THE CONFERENCE WHICH I DISCUSSED HAS THE DISCUSSION AND THE DIALOGUE,
[00:15:02]
SOME QUESTIONS, AND THEN THERE'S ALWAYS COMMENDATIONS AS WELL AS RECOMMENDATIONS.WE ALL KNOW THAT THERE'S ALWAYS ROOM FOR IMPROVEMENT FOR EVERYBODY, INCLUDING MYSELF WITH RECOMMENDATIONS.
THEN, AFTER THE POST-OBSERVATION CONFERENCE, THE OBSERVER COMPLETES THE WRITE-UP.
HERE IS EXACTLY WHAT NEEDS TO BE INCLUDED IN EACH OF THE FORMAL OBSERVATION WRITE-UPS.
A CONTEXT PARAGRAPH JUST EXPLAINING WHAT IS THE MAKE-UP OF THE CLASS, AND OBJECTIVE PARAGRAPH EXPLAINING WHAT WERE THE LEARNING TARGETS AND THE SUCCESS CRITERIA? WHAT WAS THE MAIN OBJECTIVE OF THE LESSON? THEN WE GO INTO, AS I DESCRIBED EARLIER, THE CLAIM, THE EVIDENCE, AND THEN THE INTERPRETATION PARAGRAPH, WHICH IS REALLY THAT AS A RESULT OF.
THEN THERE'S THE POST-OBSERVATION CONFERENCE PARAGRAPH.
WE SUM UP WHAT WAS DISCUSSED WITHIN THAT POST-OBSERVATION CONFERENCE AND THAT'S INCLUDED IN THE WRITE-UP AS WELL.
THEN A SUMMARY PARAGRAPH THAT HAS THE COMMENDATIONS AND RECOMMENDATIONS THAT WERE BOTH SHARED VERBALLY AS WELL AS IN THE WRITE-UP.
IF THERE ARE TEACHERS WHO RECEIVE AN INEFFECTIVE RATING, THERE ARE BOTH WHAT WE DO IN PRACTICE AND AS WELL AS THE PROCEDURES THAT GUIDE THAT.
FOR PRACTICE, IN THOSE RECOMMENDATIONS, WE OFFER ADDITIONAL RESOURCES, WHETHER THAT COULD BE ARTICLES TO READ, WHETHER THAT IS TO OBSERVE ANOTHER TEACHER.
WE HAVE COACHES IN THE BUILDING AND WE OFFER THEM AS RESOURCES, AS WELL AS THE OPPORTUNITY TO HAVE LESSON PLANS REVIEWED.
THEN WE HAVE ADMINISTRATIVE PROCEDURE NUMBER 38, WHICH REALLY DOES PROVIDE ADMINISTRATORS AND OBSERVERS GUIDELINES AS TO WHAT EXACT PROCEDURES NEED TO BE IN PLACE, IF THERE ISN'T INEFFECTIVE RATING.
IN A FORMAL OBSERVATION HERE, IF THERE'S AN INEFFECTIVE RATING ON ANY STANDARD WITHIN THE FORMAL PROFESSIONAL PRACTICE, WHICH IS THOSE FIRST SIX OR THOSE SIX STANDARDS.
A FOLLOW-UP OBSERVATION IS GIVEN WITHIN SIX WEEKS.
WE ALL KNOW THAT WE HAVE OPPORTUNITIES AND DAYS THAT WE ARE JUST NOT A 100 PERCENT ON.
WE GIVE THE OPPORTUNITY FOR FOLLOW-UP OBSERVATION.
THEN IF THAT OBSERVATION CONTINUES TO BE INEFFECTIVE, THAT'S WHEN WE MOVE INTO POTENTIALLY GOING INTO A SPECIAL EVALUATION AND OR DEVELOPING A PROFESSIONAL IMPROVEMENT PLAN.
THEN THERE'S GUIDELINES WHERE WE NOTIFY THE TEACHER IN WRITING, AND THEN SCHEDULE AT LEAST FOUR FORMAL OBSERVATIONS, [NOISE] AT LEAST ONE TO BE DONE BY THE CONTENT SUPERVISOR.
IF YOU'RE IN AN INFORMAL OBSERVATION YEAR, THERE'S REALLY NOT A RATING ON AN INFORMAL OBSERVATION..
IF THERE'S NO CONCERNS NOTED, NO FOLLOW-UP IS NECESSARY.
>> CAN YOU GO TO BACK SLIDE, I JUST WANT TO BE CLEAR.
EVALUATIONS ARE DONE BY ADMINISTRATORS, PRINCIPALS OR VICE PRINCIPALS, ASSISTANT PRINCIPLES THAT ARE DESIGNATED.
>> THE CONTENT SUPERVISOR AND YOU DON'T KNOW WHEN AND THE TEACHER DOESN'T KNOW, IT COULD BE A PRINCIPAL, COULD BE ASSISTANT PRINCIPAL OR IT COULD BE CONTENT SUPERVISOR, YOU JUST DON'T KNOW WHEN IT'S GOING TO ROLL OFF.
>> IN THE FORMAL YEAR, ONE IS ANNOUNCED AND ONE IS UNANNOUNCED.
THERE ARE SOME THAT ARE ANNOUNCED AND YOU HAVE THAT PRE-CONFERENCE AND SOME ARE UNANNOUNCED. CORRECT.
>> WELL, I WOULD JUST LIKE TO CLARIFY TOO IF A PRINCIPAL OR AN ASSISTANT MEASURE SEES AN ISSUE AND THAT GOES TO THE CONTENT SUPERVISORS DEFINITELY BROUGHT IN IF THEY WEREN'T ORIGINALLY INVOLVED [NOISE]. [OVERLAPPING]
BUT THERE IS COLLABORATION BECAUSE IF THERE'S A CONCERN WITH THE CONTENT OR THE INSTRUCTION, THE OBSERVER, WHETHER IT BE THE ADMINISTRATOR, THE PRINCIPAL OR THE ASSISTANT PRINCIPAL, IS GOING TO REACH OUT TO THAT SUPERVISOR AND HAVE THAT DISCUSSION.
PERHAPS BRING THAT TEACHER IN AND HAVE THAT DISCUSSION SO THAT THERE IS COLLABORATION.
THE PRINCIPAL MIGHT NOT HAVE EVERY DIRECTION THAT THE SUPERVISOR HAS GIVEN TO THE TEACHER.
THERE'S MANY CONTENTS FOR A PRINCIPAL TO KNOW.
[00:20:01]
IT'S DEFINITELY A COLLABORATIVE EFFORT.>> IN THE BEGINNING OF THE YEAR PRIOR TO STARTING THE OBSERVATION SCHEDULE, BECAUSE YOU DON'T START ON THE VERY FIRST DAY OF SCHOOL, THEY HAVE A COMPLETE SCHEDULE SO THEY KNOW WHO IS GOING TO BE OBSERVED, WHAT MONTH IN GENERAL THEY'RE GOING TO BE, AND THEY INCLUDE CONTENT TEACHER, CONTENT SUPERVISORS, AND SUCH.
THE REASON FOR THAT IS VERY STRATEGIC, THAT NEWER TEACHERS, THEY MAKE SURE THAT THE CONTENT PERSON GETS IN THERE AND THE PRINCIPAL GETS IN THERE.
USUALLY, IT'S THE PRINCIPLE OF THE FIRST SEMESTER AND THEN THE VICE PRINCIPAL SECOND SEMESTER, BUT THEY ARE STRATEGIC AND THEIR SCHEDULES ARE SET BEFORE THEY START FOR THE ENTIRE SCHOOL YEAR.
BUT LIKE LINDSEY SAID, IT'S VERY COLLABORATIVE.
OUR SYSTEM WAS DEVELOPED BY WILEY.
ANYBODY CAN GO IN, YOU'RE ASSIGNED TO DIFFERENT TEACHER.
AS A CONTENT SUPERVISOR, I CAN GO IN AND SEE ALL OF MY MATH TEACHERS PER SE.
IF LINDSEY DID AN OBSERVATION, ON A FIRST YEAR MATH TEACHER, THEN I CAN GO IN BEHIND IT AND SEE WHAT WERE HER RECOMMENDATIONS SO THAT I CAN FOLLOW UP WITH THAT OR FOCUS IN ON SOMETHING THAT SHE HAD OBSERVED.
IT IS A VERY COLLABORATIVE APPROACH TOO.
>> CAN YOU GIVE ME AN EXAMPLE.
YOU MENTION UNDER INEFFECTIVE READINGS, ONE OF THE PROCEDURES IS ADMINISTRATIVE PROCEDURE NUMBER 38.
>> WHAT'S AN EXAMPLE OF SOMETHING THAT'S IN THAT PROCEDURE?
>> CAN YOU GO BACK TO THAT SLIDE RACHEL, [INAUDIBLE] SLIDE.
>> ADMINISTRATIVE PROCEDURE 38.
IT COMPLETELY DETAILS OUR PROCESS FOR IF A TEACHER RECEIVES AN INEFFECTIVE RATING.
IT IS STEP BY STEP, WHICH IS REALLY WHAT'S ON THE NEXT TWO SLIDES.
>> IT'S THE SUPPORT SYSTEMS SO, MAKING SURE THAT THEY GO IN IN A REASONABLE AMOUNT OF TIME.
YOU DON'T WANT SOMEONE TO GET AN INEFFECTIVE AND THEN NOT GET FEEDBACK FOR EIGHT OR 10 WEEKS EVEN THOUGH THE TIMELINE. THEY WANT TO MAKE SURE.
BASICALLY, THAT PROCEDURE WAS PUT INTO PLACE TO JUST ADD THAT EXTRA SUPPORT SO THAT ADMINISTRATORS CAN NOT HAVE A CHECKLIST, BUT HAVE A GUIDING FORCE TO BE ABLE TO MAKE SURE THEY'RE [OVERLAPPING].
>> FOLLOWING SLIP FOR THE ADMINISTRATOR.
>> HOW MANY EVALUATIONS DO YOU HAVE TO DO? WHAT WE'RE DOING IS JUST MORE THAN IS REQUIRED BY MARYLAND STATE DEPARTMENT IS WHAT THE STATE DEPARTMENT SAYS YOU HAVE TO DO?
>> OUR TEACHER EVALUATION SYSTEM IS APPROVED BY MSDE AND OUR POLICY IS THAT WE HAVE FOUR OBSERVATIONS.
I HEAR YOUR QUESTION AND I HONESTLY, I DO NOT KNOW WHAT MSDE SAYS WE HAVE TO DO.
>> I HAVE TO PULL [INAUDIBLE] BUT WE THOUGHT OURS THAT FALLS WITHIN THE RANGE OF WHAT IS EXPECTED [OVERLAPPING].
>> I'M JUST CURIOUS IF WE'RE DOING MORE THAN WE HAVE TO DO.
>> I CAN LOOK IN THE [INAUDIBLE].
>> CERTAINLY WE CAN PULL THE [INAUDIBLE] THAT'S NOT A PROBLEM.
>> JUST OUT OF CURIOSITY, WHO EVALUATES THE EVALUATOR?
>> ASSISTANT PRINCIPALS ARE EVALUATED BY THEIR PRINCIPALS.
PRINCIPALS ARE EVALUATED BY THE SUPERINTENDENT.
>> THE CHAIN OF COMMAND BASICALLY, SO THE DIRECTORS. [OVERLAPPING]
>> HOW DO WE EVALUATE HOW A PERSON IS EVALUATING SOMEBODY? DO YOU WATCH THEM? THIS SOUNDS FUNNY. [OVERLAPPING]
>> I KNOW EXACTLY WHAT YOU MEAN AND TRULY WE PROVIDE SUPPORT FOR NEW ADMINISTRATORS WHO HAVE NEVER USED THE SYSTEM, WE PROVIDE PROFESSIONAL DEVELOPMENT TO THEM.
HONESTLY, THE FIRST COUPLE OBSERVATIONS I PERSONALLY REVIEW SINCE I'VE TAKEN THIS ROLE.
I HAVE REVIEWED FOR THE NEW ADMINISTRATORS.
I PROVIDED FEEDBACK TO THEM AS TO WAYS TO IMPROVE THEIR WRITE UP OR WE HAVE NEW ADMINISTRATORS, THERE ARE TIMES THAT THE PRINCIPAL WOULD SAY IT'S A NEW SYSTEM PRINCIPAL.
THE PRINCIPAL WOULD OBSERVE WITH THE ASSISTANT PRINCIPAL SO THAT THE PRINCIPAL AND ASSISTANT PRINCIPAL CAN HAVE AN OBSERVATION TOGETHER AND HAVE AN OPPORTUNITY TO DISCUSS WHAT WE SEE SO THAT THE PRINCIPAL COULD PROVIDE THAT HANDS-ON COACHING TO THE ASSISTANT PRINCIPAL.
AS IT RELATES TO THAT, I PERSONALLY DID THAT WITH EACH OF THE CONTENT SUPERVISORS THAT HAD COME IN AND THAT HAVE BEEN NEW UNDER ME.
I HAVE OBSERVED THEM OBSERVING.
>> YEAH, I WANT TO GO BACK TO WHERE YOU SAID WE CAN ALWAYS IMPROVE.
>> [OVERLAPPING] WE CAN ALWAYS IMPROVE.
>> I AGREE 100 PERCENT, BUT AND AFTER THIS COMES FROM EITHER MY FIRST YEAR OR SECOND YEAR OF TEACHING BECAUSE WE WERE RAISED NO MATTER HOW WE DO GOOD,
[00:25:03]
OUR PARENTS, WE CAN [NOISE] ALWAYS DO BETTER.[INAUDIBLE] THEN I HAD THAT TO MY STUDENTS, "YOU'RE DOING GREAT, BUT YOU COULD STILL DO BETTER".
THEN I HAD A STUDENT LOOK AT ME AND GOES , "WHEN'S IT GOING TO BE ENOUGH MISS [INAUDIBLE]? WHEN ARE YOU GOING TO ADMIT THAT THIS MAY BE IS THE BEST I CAN DO?" I WAS LIKE, "DANG." REALLY MADE ME SIT BACK AND THINK.
YES, WE CAN ALWAYS DO BETTER, BUT I'VE ALWAYS SAID SOMETIMES YOU JUST NEED TO SAY TO THE PERSON, "GREAT JOB." ABSOLUTELY, AND JUST LEAVE IT AT THAT.
I DON'T THINK THAT'S ALWAYS HAPPENING ANYMORE.
>> SOMETIMES A RECOMMENDATION IS NOT A NEGATIVE EITHER.
A RECOMMENDATION CAN BE, YOUR WAY WAS SUCCESSFUL, HAVE YOU EVER THOUGHT ABOUT DOING SOMETHING THIS WAY? A RECOMMENDATION DOESN'T ALWAYS HAVE TO BE A NEGATIVE.
>> I THINK THAT RATING SYSTEM AS IT, TOO, WITH A HIGHLY QUALIFIED, BEING ABLE TO SAY TO THEM THAT THIS WAS EXEMPLAR.
A RECOMMENDATION, IN MY EYES, ALSO, IS PLEASE CONTINUE TO REACH OUT TO PARENTS OR PLEASE CONTINUE TO ALLOW YOUR STUDENTS TO HAVE VOICE IN YOUR CLASSROOMS. I THINK THESE RECOMMENDATIONS CAN ABSOLUTELY BE POSITIVE.
>> THE GOOD IN NEWS. [OVERLAPPING]
>> SOMETIMES YOU JUST NEED TO SAY, "GOOD JOB," LET IT GO.
I'VE LEARNED THAT JUST FROM EXPERIENCE.
I DON'T KNOW IF THIS IS TRUE OR THIS IS CHANGED, BUT WHEN I FIRST STARTED, THERE WERE HIGHLY EFFECTIVE TERMINOLOGIES CHANGED.
I WOULD SAY OVER THE PAST FIVE OR SIX YEARS, I WAS TOLD THEM [INAUDIBLE].
THIS IS FROM SEVERAL PEOPLE THAT, ADMINISTRATION WAS ENCOURAGED NOT TO GIVE THEM BECAUSE THAT NEGATED PEOPLE TRYING TO DO BETTER, THAT IF YOU SAID YOU WERE A HIGHLY EFFECTIVE, THEY FELT THEY DIDN'T HAVE TO IMPROVE AND THEN FROM A LAYPERSON'S POINT OF VIEW THEN I'M LIKE, "WELL, WHAT'S THE POINT OF TRYING TO GET BETTER AND BETTER IF YOU'RE NEVER GOING TO SAY I'M REALLY GOOD." I'VE HEARD THIS FROM SEVERAL PEOPLE.
>> I DON'T KNOW HOW TRUE IT IS, BUT IF IT'S TRUE, OBVIOUSLY, I DISAGREE WITH THAT.
>> I'LL BE HONEST, I HAD A CONVERSATION TODAY WITH A SUPERVISOR WHO SAID, "I JUST [NOISE] WANT TO TELL YOU I GAVE TWO HIGHLY EFFECTIVES TODAY BECAUSE THIS TEACHER JUST ROCKED IT." THAT WAS A CONVERSATION I HAD TODAY.
HIGHLY EFFECTIVES ARE BEING GIVEN.
>> THEY'RE NOT BEING DISCOURAGED?
>> NOT TO MY KNOWLEDGE, AND IF THEY ARE, I'D LIKE SOMEBODY TO SHARE WITH ME WHERE THAT'S COMING FROM BECAUSE NO, WE'RE NOT DISCOURAGING THEM.
>> THAT'S GOOD BECAUSE WE SHOULDN'T BE.
>> YOU'VE GOT TO BE ABLE TO STRIVE FOR SOMETHING ATTAINABLE.
>> I DON'T WANT TO READ IT, BUT AS THE ADMINISTRATIVE PROCEDURE NUMBER 38, IS THAT SOMETHING THAT'S IN THE TDS WHICH I JUST SCROLL THROUGH.
[LAUGHTER] [INAUDIBLE] I WAS HOPING YOU'D GO OVER THAT TONIGHT.
>> DO YOU WANT TO BE HERE TILL 10:00 AGAIN? NO. [LAUGHTER]
>> NO. NOT ENOUGH CAFFEINE AND MAYBE I'LL NEED IT ABOUT 10 O'CLOCK. [LAUGHTER]
>> THIS IS A REALLY GOOD SUMMARY THERE FOR YOU. [LAUGHTER]
>> ADMINISTRATIVE PROCEDURE 38 IS NOT IN HERE BECAUSE THIS HANDBOOK IS TRULY FOR THE TEACHERS AND THE ADMINISTRATORS.
>> ADMINISTRATIVE PROCEDURE 38 IS TRULY FOR THE ADMINISTRATORS IN A PROCESS, BUT WE CAN MOST DEFINITELY GET THAT TO YOU.
>> NO, I DON'T NEED THAT. I'M JUST GETTING MY FRAME OF REFERENCE TO WHERE THINGS ARE.
>> [INAUDIBLE] I'M NOT INTERESTED. [LAUGHTER] I KNOW YOU GOT IT.
JUST TO COMMENTARY ABOUT GOOD JOB.
SOMEONE WINS THE GOLD MEDAL, THAT'S THE DAY FOR A GOOD JOB.
THEN AT THE NEXT PRACTICE, THE COACH IS GOING TO TELL THEM WHAT THEY NEED TO DO DIFFERENTLY.
WHETHER IT'S A CHAMPIONSHIP, OR A GOLD MEDAL, OR A GRADE A IN A TEST, OR WHATEVER IT MIGHT BE, WHAT IS IT THAT COULD HAVE BEEN DIFFERENT? THERE'S A TIME TO TELL THAT AND TIME NOT TO.
I THINK THAT'S PART OF WHAT DONNA'S POINT IS.
I THINK YOU'RE ACKNOWLEDGING THAT, YOUR SENTIMENT.
>> TOO, DONNA, AND I CAN'T SPEAK TO SOMETHING.
THE PERSONALITIES CHANGE TOO AND WE CAN'T CONTROL OR DICTATE IF A PRINCIPAL OR ADMINISTRATOR IS GOING TO TAKE AN OPPORTUNITY TO MOVE OR TRY A DIFFERENT AREA OF EXPERT, WHETHER MIDDLE SCHOOL TO HIGH SCHOOL OR VICE VERSA.
I THINK I'M SPEAKING FOR SOME EXPERIENCES.
WHEN YOU COME INTO A NEW ENVIRONMENT, YOU'RE TRYING TO DO YOUR BEST JOB AS AN ADMINISTRATOR AND TRYING TO HOLD PEOPLE ACCOUNTABLE, VERSUS A MANAGER OR ADMINISTRATOR WHO MIGHT BEEN THERE 10 YEARS, ONCE THEY KNOW EVERYBODY LIKE THE BACK OF THEIR HAND AND THEY'VE DONE A GOOD JOB,
[00:30:01]
THEY'VE DONE A GOOD JOB, I'M NOT GOING TO GET ANY MORE OUT OF THEM.BUT I THINK, YOU KNOW SOME PEOPLE, THEY'RE DOING THEIR JOB, AND YOU'RE NOT GOING TO GET IT IN.
THEY'RE COMPETENT, WE DON'T WANT INCOMPETENT PEOPLE HERE, BUT ONCE YOU'VE BEEN THERE A WHILE.
BUT WE DO HAVE TRANSITION AND PRINCIPLES AND APS, AND THAT'S A GOOD THING.
BUT WHEN YOU HAVE A TEACHER WHO HAS BEEN THERE 20 YEARS, FULLY, DOING A GREAT JOB, JUST LIKE ANY GIVEN DAY, ANY GIVEN YEAR, YOU COULD BE KNOCKING IT OUT.
FOR SOMETHING IN YOUR LIFE OR WHATEVER, YOU COULD BE KNOCKING IT OUT IN A YEAR, BUT A YEAR OR TWO DIFFERENT, YOU MIGHT JUST BE DOING YOUR JOB.
>> I'M GOING TO SAY WITH THAT, [OVERLAPPING] IF THERE ARE TIMES THAT OVER THOSE 10 YEARS OF YOU DOING YOUR JOB THINGS CHANGE WITHIN YOUR JOB.
>> I DON'T WANT TO HEAR ABOUT THAT. [LAUGHTER] I'M DOING MY JOB.
WE'RE NOT GOING TO LEAVE YOU ALONE, BECAUSE WHEN THERE ARE CHANGES, CURRICULUM CHANGES, INSTRUCTIONAL STRATEGY SHIFTS, THOSE THINGS, WE HOPE THAT THIS IS NOT JUST A COMPLACENT [NOISE] MR. NEWCOMB HAS BEEN DOING GOOD FOR 10 YEARS.
WE WANT THAT GROWTH, WE WANT OUR KIDS TO BE LIFELONG LEARNERS, WE WANT OUR TEACHERS TO BE LIFELONG LEARNERS TOO, AND THEY TRULY ARE LIFELONG LEARNERS.
AS THINGS CHANGE, AND THAT WAS ONE OF THE QUESTIONS THAT WAS ASKED, HOW IS A TEACHER WHO HAS BEEN EFFECTIVE FOR SEVERAL YEARS, ALL OF A SUDDEN, HAS A RATING OF INEFFECTIVE? THAT'S MY RESPONSE TO THAT IS AS THINGS CHANGE WITH CURRICULUM AND INSTRUCTIONAL STRATEGIES AND ALL OF THAT, IS THERE A SHIFT WITH THAT TEACHER AS WELL OR IS THAT TEACHER REMAINING HOW THEY HAD BEEN DOING SOMETHING FOR THOSE 10 YEARS THAT THEY WERE EFFECTIVE?
>> IT'S A VERY VALID POINT, LORD KNOWS I KNOW IT CHANGES.
BUT SOMETIMES, EVEN THOUGH THINGS HAVE CHANGED, WHAT THEY'RE DOING IS STILL WORKING WITH AGILE MIND.
SOME TEACHERS ACTUALLY TAUGHT BETTER WITHOUT IT, HAD BETTER RESULTS WITHOUT IT.
BUT IN ORDER TO GET EFFECTIVE, THEY HAVE TO FOLLOW A SYSTEM THAT DIDN'T WORK FOR THEM.
[NOISE] WHEN DO WE TAKE THIS INTO ACCOUNT? MICHELLE WAYMAN WAS A GREAT TEACHER, CATHERINE WAS A GREAT TEACHER.
I'D LIKE TO THINK I WAS, BUT WHATEVER.
BUT WE ALL ARE DIFFERENT PEOPLE AND WE ALL HAVE DIFFERENT STYLES.
WHAT WORKS FOR MS. WAYMAN WOULD [NOISE] NOT WORK FOR ME, AND THE SAME THING, WHAT WOULD WORK FOR ME AND MY STYLE WOULD NOT WORK FOR MS. WAYMAN.
>> I THINK THERE ARE SOME THINGS THAT ARE NON-NEGOTIABLES.
THEN THERE ARE OTHER THINGS WHERE TEACHERS HAVE THEIR AUTONOMY TO MAKE THEIR INSTRUCTIONAL DECISIONS WITHIN THEIR BUILDINGS SO THAT IT CAN BE MS. WAYMAN'S LESSONS AND DR. GIACOMO'S LESSON.
HOWEVER, IT'S STILL WITHIN THE SAME NON-NEGOTIABLES.
>> ARE WE REALLY CLEAR ABOUT WHAT'S NON-NEGOTIABLE?
>> I WOULD HOPE SO TOO, BUT IT'S NOT ALWAYS.
>> IF THERE'S QUESTIONS, I WOULD SAY, IF SOMEBODY IS UNSURE, THEN THOSE ARE THE QUESTIONS THAT THEY NEED TO ASK.
>> BUT HOW ABOUT IF THEY FIND OUT THEY'RE NOT SURE UNTIL THEY GET TO BE INEFFECTIVE? LIKE UP UNTIL NOW, THEY WERE DOING THIS, IT WAS GOOD, IT WAS GOOD, IT WAS GOOD, AND ALL OF A SUDDEN, SOMEBODY CHANGES THE RULES WITHOUT TELLING THEM WHICH IT HAPPENS, THIS IS A BIG ORGANIZATION.
>> THEN I WOULD SAY THAT THAT SHOULD BE PART OF THAT POST-OBSERVATION CONFERENCE.
>> THE OPPORTUNITY FOR SUPPORT TO COME IN TO SAY WHAT CAN WE DO TO HELP.
>> BUT IN THE MEANTIME, THEY HAVE BEEN PINGED.
>> THERE ARE TIMES THAT JUST LIKE I SAID, SOMEBODY GOES IN AND IT'S JUST NOT A GOOD DAY.
I KNOW MYSELF PERSONALLY, AND IT'S BEEN SEVERAL YEARS SINCE I'VE GONE IN WITH A BUILDING ADMINISTRATOR, ALTHOUGH I STILL DO OBSERVE.
BUT I'VE GONE IN AND I'VE SAID, "YOU KNOW WHAT, IF I WERE TO WRITE THIS UP TODAY, IT WOULD BE INEFFECTIVE.
HOW ABOUT WE HAVE A DISCUSSION AND I COME BACK?".
>> WHEN I FIRST STARTED HERE, THAT'S WHAT HAPPENED A LOT.
NOT A LOT, BUT I MEAN, IT HAPPENED.
NOW, I DON'T SEE THAT HAPPENING.
NOW, IT'S MORE OF A GOT YOU, NOT THE TALKING AND LET'S GO BACK.
NOW, IT'S LIKE, [NOISE] "THIS IS WHAT I SAW, THIS IS WHAT I'M WRITING UP." END OF CONVERSATION.
YES, A TEACHER CAN WRITE SOMETHING BACK, BUT NOBODY CARES.
IT JUST GOES IN THE FILE THAT YOU HAD AN INEFFECTIVE.
>> THERE IS A PROCESS THAT THE TEACHER HAS IN THE FILE.
[00:35:01]
NO DIFFERENCE IN THE SCHEME OF THINGS THAT A TEACHER WROTE SOMETHING.>> DONNA, I THINK THIS IS SOMETHING THAT WE WANT TO BE PAYING ATTENTION TO, AND I THINK IT'S AN EVOLVING PROCESS BECAUSE ME, BEING NOT INTERNAL TO EDUCATION, I BECAME AWARE OF A SAYING AND I'LL JUST LOOK AROUND AND SEE WHO IS THAT.
IF YOU DON'T LIKE WHAT'S GOING ON IN EDUCATION, JUST WAIT A FEW YEARS, THE PENDULUM WILL SWING THE OTHER WAY OR WHATEVER IT IS.
IT'S NOT CONDUCIVE TO CAROLINE COUNTY, IT'S BEEN AROUND, I BELIEVE.
ISN'T THAT A NEW EDUCATIONAL STATEMENT, MAYBE?
>> LIKE THE WEATHER. [LAUGHTER]
>> LIKE THE WEATHER OR SOMETHING.
THAT IS A LEVEL OF FRUSTRATION, OBVIOUSLY, FOR ADMINISTRATORS AND STAFF WHEN EVEN THINGS, WE CAN CONTROL SOME THINGS INTERNALLY, BUT THEN THE FEDERAL AND STATE EXPECTATIONS AND CHANGES.
THE WEATHER DOES CHANGE AND THE EXPECTATIONS CHANGE.
MR. NEWCOMB IS SITTING THERE TEACHING, "LEAVE ME ALONE, I'M TEACHING. I'M DOING MY JOB." BUT THEN DONNA, TO YOUR POINT, OFFSET, THAT IS AND FROM A DIFFERENT PERSON TOO WHO'S NOT INSIDE THE SYSTEM PER SE, THE GOOD NEWS IS, WE GIVE ALL OUR EMPLOYEES THE SAME RAISE, THE SAME STEP, THE SAME COLOR.
THE EVALUATIONS ARE REQUIRED, THE EVALUATIONS ARE NEEDED, AND WE DO NEED TO HOLD OUR STAFF ACCOUNTABLE, MAKE SURE WE GET THE BEST TEACHERS IN FRONT OF OUR STUDENTS.
BUT IF THE PAY RAISE IS NOT IMPACTED BY THAT, I DON'T KNOW IF IT WOULD, IS IT IF THEY GET A NEGATIVE?
>> IF THEY'RE ON SECOND-CLASS STATUS, WHICH YOU HAVE TO MOVE FOR THAT AFTER A PROCESS, THEN IT'S FROZEN.
>> THEN IT IS FROZEN. IT CAN BE FROZEN, BUT NORMALLY.
>> THERE'S A LOT OF SUPPORT [OVERLAPPING] AND THEY'RE NOT PENALIZED.
>> THAT'S A VERY EXTREME SITUATION.
>> DONNA, I JUST POINT THAT OUT BECAUSE THAT'S NOT ALWAYS THE CASE IN THE REAL WORLD IF YOU GET A BELOW SATISFACTORY, SATISFACTORY, OR NOT.
NOW, I THINK THIS IS SOMETHING WE NEED TO BE AWARE OF, BUT I HOPE THAT SOMETHING TO OFFSET THAT PING AND LET ADMINISTRATION KNOW BECAUSE TO ME, WHAT I'M FIXING HERE IS MORE OF A MORALE ISSUE.
IF THINGS ARE CHANGING, IF STAFF IS FRUSTRATED, AND THEIR EVALUATION, THE COMMUNICATION ISN'T CLEAR, MAYBE IT'S MORE OF A MORALE ISSUE.
WE HAVE JUST STARTED A YEAR OR TWO AGO IS THIS LOCAL SURVEY.
WE CAN HOPEFULLY BETTER KEEP A PULSE ON OUR STAFF.
[NOISE] WILL THAT HELP US? DOES ANYBODY THINK THAT WOULD HELP US OFFSET SOME OF FRUSTRATION OR COMMUNICATION WEAKNESSES IN OUR EVALUATIONS? I DON'T KNOW.
>> WHEN ARE WE GOING TO GET THE SURVEY RESULTS?
>> I GUESS IT'S JUST FINISHED A COUPLE OF WEEKS AGO.
>> THEN I THINK IT'D BE A GOOD IDEA IF WE ONLY DO CAN SEE THAT, DR. SALINS, IF FOR THE WHOLE BOARD, IF WE CAN GET THE LAST POWERPOINT.
>> SURE. YEAH, WE TALKED ABOUT THAT.
RACHEL WILL HAVE THAT READY FOR YOU.
>> THAT WAS WHAT? TWO YEARS AGO NOW, A YEAR AND A HALF AGO?
>> NO. WE GAVE IT THE EXACT SAME TIME LAST YEAR AS WE DID THIS YEAR.
WE'VE JUST MET WITH THEM, THEY ARE FINALIZING THEIR DATA POINTS.
I BELIEVE, RACHEL, YOU HAVE TWO DATES TO OFFER TO THE BOARD.
THIS PARTY HASN'T GOTTEN ACROSS TO YOUR EMAIL YET, BUT I GAVE HER TWO DATES FOR THE BOARD TO REVIEW TO DETERMINE WHICH ONE OF THOSE TWO DATES SHE WOULD PREFER.
I BELIEVE THEY WERE THE APRIL 17.
I DON'T KNOW, I DON'T WANT TO MISSPEAK, BUT SHE'LL SEND YOU TWO DATES THAT WE MET WITH THE CONSULTANT, THAT THE CONSULTANT CAN DO IT, AND THE BOARD'S PURVIEW OF WHICH DATE WOULD WORK BETTER FOR THE BOARD.
IT WOULD BE AN EXECUTIVE TEAM OPPORTUNITY, BUT IT WOULD BE ON A REGULAR SCHEDULED MEETING THAT YOU ALREADY HAVE.
>> OKAY. I'M JUST WONDERING BECAUSE THERE'S A LOT OF VARIABLES IN EVALUATIONS.
THE CHANGES AT THE FEDERAL LEVEL, STATE LEVEL, CHANGES FOR LOCAL LEVEL, CHANGES IN THE PRINCIPAL ADMINISTRATORS GIVING IT, AND THE CHANGES IN THE STAFF THEMSELVES.
IT FIRST, HOW MANY YEARS, HOW ENERGETIC ARE YOU-ALL, HOW OPEN ARE YOU-ALL TO NEW IDEAS.
BUT EVENTUALLY, EVEN THE MOST OPEN-MINDED PEOPLE MIGHT GET A LITTLE HARDER TO A LOT OF NEW IDEAS.
>> RACHEL, SLIDE 12, IF YOU DON'T MIND.
>> I DON'T KNOW. BUT THANK YOU.
THIS IS ABOUT THE PROFESSIONAL IMPROVEMENT PLAN, AND AS WE SAID, IF THERE IS A TEACHER WHO IS PLACED ON A PROFESSIONAL IMPROVEMENT PLAN, IT TRULY IS THAT COLLABORATIVE EFFORT AND WITH IT, THERE ARE VERY SPECIFIC GOALS AND OBJECTIVES.
IT IS STRATEGIES ARE SHARED AND EXPECTED TO BE USED.
[00:40:06]
THESE ARE ALL WITHIN THE SYSTEM AND THEY ARE ALL CREATED IN COLLABORATION WITH THE CONTENT SUPERVISOR, THE BUILDING ADMINISTRATOR, AND THE TEACHER.THEY HAVE THE TIMELINE FOR IMPROVEMENT AND THEN THE CRITERIA FOR THEM TO BE SUCCESSFUL.
THIS IS REALLY WHERE I WAS HEADED WITH WHAT YOU WERE SAYING, MR. NEWCOMB, IS WE HAVE LESS THAN ONE PERCENT OF OUR TEACHERS THAT ARE OBSERVED EACH YEAR ON A PIP.
THAT I TOOK THE AVERAGE OF THE PAST THREE YEARS.
WE'VE HAD LESS THAN ONE PERCENT OF OUR TEACHERS ON A PIP EACH YEAR, BUT WHEN THAT DOES OCCUR, IT'S WRITTEN FOR AN ENTIRE SEMESTER.
IT MAY BE EXTENDED FOR ONE MORE SEMESTER, BUT IT CANNOT LAST LONGER THAN ONE CONTINUOUS YEAR.
I AM GOING TO ASK, DEBBIE, A LITTLE BIT HERE WITH THE PIP PROCESS.
>> THIS IS THAT LAST BULLET THERE IS WHERE I COME IN TO THE PROCESS.
POINT SAYS, IF THE PIP PROCESS IS NOT SUCCESSFUL, THEN PER ARTICLE 4.4, RIGHT TO REPRESENTATION, OF THE NEGOTIATED AGREEMENT, A MEETING IS HELD FOR DETERMINING NEXT STEPS.
WHERE IT SAYS NOT SUCCESSFUL IS AFTER THE PIP PROCESS, LET'S, FOR EXAMPLE, SAY, YOU GET TO IMPROVEMENTS IN A ROW AND THEY'RE NOT SUCCESSFUL, EARLY A RECOMMENDATION AT THE END OF THAT PIP, WRITTEN RECOMMENDATION COULD SAY RECOMMENDATION, DISMISSAL, IT COULD SAY RECOMMENDATION FOR SECOND-CLASS CERTIFICATE, SO AT THAT POINT, IT GOES INTO 4.4 BECAUSE THAT IS A DISCIPLINARY OR MONETARY ACTION POTENTIALLY OCCURRING AND SO THEN THE RIGHT REPRESENTATION.
TYPICALLY, THAT MEETING WOULD HAPPEN WITH THE SUPERINTENDENT, WITH HR, THE ACTUAL EMPLOYEE, THE CERTIFICATE EMPLOYEE, AND THEIR REPRESENTATIVE REUNION REP, THEIR USER REP. THAT'S THE OPPORTUNITY FOR THEM TO REALLY RESPOND TO THE SUPERINTENDENT TO TALK ABOUT WHAT'S BEEN HAPPENING.
AT THAT POINT, IT'S TRULY AT THE DISCRETION SUPERINTENDENT OF WHAT THE NEXT COURSE OF ACTION IS.
AGAIN, ANY OF THOSE THINGS, ANYTHING THAT WOULD HAVE A MONETARY CHANGE TO IT OR WITH IT GOES TO 6202, MEANING A RECOMMENDATION DISMISSAL COMES TO YOU ALL, FOR THE CONTRACT, IT COMES TO YOUR PART, BUT, AGAIN, THAT'S COMPLETELY AT THE DISCRETION OF THE SUPERINTENDENT.
AGAIN, THOSE MEETINGS ARE SMALL, BUT THAT'S WHAT HAPPENS.
>> WHEN YOU SAY SMALL, YOU MEAN?
>> THE FOUR OF US, I MEAN THE FOUR OF US.
I MEAN, SMALLER THAN FOUR OF US.
>> I LIKE NUMBERS SOMEWHAT ON.
TEACHER PROFESSIONAL, TEACHER STAFF, HOW MANY DO WE HAVE?
>> OKAY. I WAS IN FOR A FIVE OR SIX OF A HANDFUL, HALF DOZEN.
THAT'S [NOISE] JUST PRETTY GOOD.
>> THAT DOESN'T NECESSARILY GO ALL THE WAY TO 4.4.
>> MANY OF THEM ARE NEW TEACHERS, HONESTLY, THAT ARE IN THE FIRST YEARS OF DEVELOPMENT OF TEACHING, WHICH IS A VERY DIFFICULT THING TO DO.
IT'S NOT AN EASY PROFESSION TO BE IN.
SOMETIMES OUR NEW TEACHERS JUST NEED SUPPORT.
I MEAN, NOT EVERYONE OF THEM ARE NEW TEACHERS, BUT THE MAJORITY ARE NEW TEACHERS THAT JUST NEEDS SOME ADDITIONAL SUPPORTS AND MANY OF THEM, ACTUALLY, FIND THE PROCESS TO BE EXTREMELY HELPFUL AND IT HAD POSITIVELY CONTINUES TO IMPACT THEIR CAREER AS A TEACHER.
MANY OF THEM ARE VERY SUCCESSFUL AND ARE APPRECIATIVE OF ALL THE SUPPORT THAT THEY GET.
>> TRULY, I THINK THERE'S ONLY TWO OR THREE MORE SLIDES, BUT THE VERY LAST SLIDES HAS THREE QUOTES ON IT FROM TEACHERS WHO ARE VERY SUCCESSFUL TEACHERS NOW IN CAROLINE COUNTY THAT AT ONE POINT THEIR CAREER WERE ON PROFESSIONAL IMPROVEMENT PLANS THAT I PERSONALLY HAVE WORKED WITH AND HAD THE OPPORTUNITY THAT TO HEAR THEM ON NUMEROUS OCCASIONS SAY HOW POSITIVE OF A PROCESS IT WAS.
I DID I REACHED OUT AND I SAID, "YOU KNOW? IF YOU WOULDN'T MIND, CAN YOU JUST WRITE SOMETHING FOR ME?" SO THESE THREE QUOTES AT THE END THAT JUST SHOW HOW IT REALLY IMPACTS TEACHERS, MAKES THEM REFLECT UPON THEIR EXPERIENCE IN THE CLASSROOM AND TRULY SEE WHAT THEY DO IN A CLASSROOM TRULY IMPACTS STUDENTS AND HAS MADE THEM BETTER TEACHERS FOR IT.
>> YOU DON'T WANT TO GO TO THAT BULLET THERE, THE HR BULLET, AND NOT HAVE BEEN TOLD WHAT IT IS YOU NEED TO DO BETTER.
OFFICIALLY, INFORMALLY, WE GIVE THEM THE CHANCE TO DO THAT.
>> YOU WOULD HAVE THAT NUMEROUS TIMES.
>> WITH CHECKPOINTS AND EVERYTHING WHERE YOU'RE CHECKING IN, AND REVIEWING, AND SAYING,
[00:45:01]
"THIS IS WHAT HAS BARELY BEEN WORKING, BUT THESE ARE SOME ADDITIONAL THINGS THAT MAYBE YOU COULD WORK ON," AND THAT'S ALL BUILT INTO THE PLAN ITSELF.>> THERE'S LITERAL DATES OF CHECKPOINTS TO MAKE SURE THAT THEY'RE GETTING ALL THE SUPPORT THEY NEED.
>> OVER AND ABOVE, THE OBSERVATION TIMES THAT HAVE CONFERENCES, THAT HAVE FOLLOW-UP CONFERENCES TO THEM.
>> THERE SHOULD BE NO SURPRISES.
THEY SHOULD KNOW WHERE THEY STAND.
>> YOU DON'T PLACE A SITUATION WHERE THE PERSON CAN SAY IMPROVE IT, THAT, "NO ONE TOLD ME I WAS DOING THIS WRONG OR THAT WRONG.
NO ONE TOLD ME THAT I NEEDED TO DO BETTER.".
>> THERE'S AN EVALUATION, [INAUDIBLE].
>> THAT'S AN HR PERSON'S NIGHTMARE.
>> LESS THAN ONE PERCENT HAVE PIP PLANS AND I WOULD SAY LESS THAN THAT ONE PERCENT EVER GET TOO.
>> AGAIN, THAT'S DEFINITELY NOT THE INTENTION.
WE WANT TO MAKE THEM SUCCESSFUL TEACHERS.
THAT'S WHY WE'RE HERE AS RESOURCES.
[NOISE] THAT'S OUR RESPONSIBILITY TO BE HONEST WITH YOU, AS THE ADMINISTRATOR OR AS THE INSTRUCTIONAL TEAM THAT WRAPS AROUND THEM, IT'S JUST NOT JUST THE ADMINISTRATOR, IT COULD BE A COACH.
THERE COULD BE ANOTHER TEACHER THAT COMES IN AND DEMONSTRATES A LESSON.
THERE'S A LOT OF DIFFERENT RESOURCES THAT WE'VE PUT IN PLACE FOR OUR TEACHERS THAT MAY BE STRUGGLING.
KIND OF WENT AHEAD. [LAUGHTER]
>> REALLY, WHAT WE JUST SHARED WAS 50 PERCENT OF THE TEACHERS' OVERALL EVALUATION.
I ONLY HAVE ONE OR TWO SLIDES ON THE STUDENT LEARNING OBJECTIVES, WHICH IS THE OTHER 50 PERCENT, BECAUSE I KNOW THAT THE MAJORITY OF WHAT THE BOARD WAS INTERESTED IN WAS THE PROFESSIONAL PRACTICE PIECE.
HOWEVER, 50 PERCENT OF THE [NOISE] OVERALL EVALUATION SCORE THAT IS SENT TO MARYLAND STATE DEPARTMENT OF EDUCATION IS THE STUDENT LEARNING OBJECTIVES WHERE TEACHERS TRULY TAKE A LOOK AT THE STUDENTS IN FRONT OF THEM.
THEY CREATE LEARNING GOALS AND PERFORMANCE TARGETS BASED ON THE DATA THAT THEY HAVE ON THEIR STUDENTS AND WORK TO IMPROVE THAT DATA OVER THE COURSE OF A PERIOD OF TIME.
STUDENT LEARNING OBJECTIVE IS A WRITTEN DOCUMENT THAT IS SHARED WITH THE ADMINISTRATIVE TEAM.
AGAIN, IT'S A MEETING WITH YOUR ADMINISTRATOR, REVIEWING THE DATA, REVIEWING HOW YOU PLAN TO IMPROVE YOUR STUDENT'S PERFORMANCE.
THERE'S A MID-CHECKPOINT IN THAT AS WELL AND THEN THERE'S A FINAL EVALUATION OF HOW DID YOU IMPROVE YOUR STUDENTS' DATA.
THAT'S THE SLO, THE TWO PIECES, THE PERFORMANCE PIECE IN THEIR PROFESSIONAL PRACTICE AND THE SLO MAKE UP THE OVERALL EVALUATION DATA THAT'S SENT TO MST.
THAT EXPLAINS THAT. [LAUGHTER] THEN HERE ARE THE THREE QUOTES.
>> I CAN TELL THAT THERE'S EXPERIENCE VERSUS [INAUDIBLE].
>> THE STUDENT LEARNING OBJECTIVES ARE THEY STILL POSTED, DALE?
>> I THINK THAT THOSE WOULD BE ON [OVERLAPPING] OBJECTIVES.
RIGHT. WE'RE LEARNING TARGETS AND THE SUCCESS CRITERIA.
>> BUT THEY'RE POSTED FOR THE STUDENTS TO SEE.
>> ABSOLUTELY, AND ACTUALLY, NOW, WE HOPE THAT THE STUDENTS ARE USING THE SUCCESS CRITERIA, NOT JUST POSTED, BUT USING TO KNOW WHERE THEY ARE IN THEIR OWN LEARNING.
IT IS ALWAYS GOOD TO READ GOOD COMMENTS, BUT HAVE YOU EVER HAD ANY SUGGESTIONS ON HOW TO IMPROVE THINGS?
>> I'M MORE THAN WILLING TO HEAR THEM, BECAUSE AS I SAID, WE CAN ALWAYS IMPROVE.
>> LIKE THE PAY US TEACHERS WAS POSITIVE, WHICH IS GOOD, BUT DID YOU ASK ANYBODY ABOUT HOW WE CAN DO TO IMPROVE IT?
>> I WILL SAY THOUGH THAT THERE ARE COLLABORATIVE PERSON THROUGH THE PROCESS.
SO AT ANY GIVEN TIME, I FEEL LIKE IT MAYBE NOT A FIRST-YEAR TEACHER NECESSARILY, BECAUSE THEY MIGHT NOT HAVE THE CONFIDENCE, BUT TEACHERS CAN ADVOCATE FOR THEIR OWN NEEDS THROUGHOUT THE PROCESS.
WHEN WE GO TO MOVE TO DO A PROFESSIONAL IMPROVEMENT PLAN, WE DON'T JUST WRITE THE PLAN AND HAND IT TO THE TEACHER.
IT'S REALLY A COLLABORATIVE PROCESS, SO THEY GIVE INPUT ON WHAT THEY FEEL THAT THEY NEED.
THEN WE TRY TO GET A MATCHED RESOURCES TO THAT,
[00:50:01]
AND THEN AS A MORE EXPERIENCED ADMINISTRATOR OR CONTENT SUPERVISOR, WHOEVER'S PROVIDING THE PLAN, THEN THEY'D GIVE THEM SOME OF THEIR EXPERIENCED INPUT.SO IT IS A COLLABORATION THING.
I THINK DURING THE PROCESS, THEY WOULD HAVE AN OPPORTUNITY TO ADVOCATE FOR THEMSELVES AND SAY, "THIS ISN'T WORKING FOR ME.
ME GOING IN AND TEEN TEACHING WITH MRS. MCCORMICK ISN'T WORKING FOR ME.
IS THERE SOMETHING ELSE, OR CAN I TRY THIS INSTEAD?" WHILE WE MIGHT NOT HAVE FULLY DONE A SURVEY OR ASKED TEACHERS WHO'VE BEEN THROUGH THE PROCESS, I THINK THEY CERTAINLY HAVE OPPORTUNITIES THROUGHOUT THE PROCESS, BUT IT'S CERTAINLY GOOD FEEDBACK THAT WE CAN.
>> AT THE END OF EACH YEAR, ASK THOSE THAT WERE ON PIPS IF THEY FOUND IT TO BE A VALUABLE OPPORTUNITY.
>> THINK THAT IF YOU GET TO THE POLL THAT HR HAS TO SUFFER.
NOT A GOOD CHOICE OF WORDS TO THAT AREA WHERE HR HAS TO BECOME INVOLVED.
YOU'RE GOING TO GET FEEDBACK THEN, THAT HERE'S WHERE, MAYBE THEY MAKE A VALID POINT THAT THE SYSTEM FAILED AND IN THIS WAY.
MORE THAN LIKELY, WHEN THEY GET TO THAT POINT, AND I'VE BEEN AT THAT POINT WITH EMPLOYEES, SYSTEM DIDN'T FAIL.
IF YOU HAVE THAT SITUATION, WHERE THEY SOMETIMES POINT OUT SOMETHING YOU HADN'T THOUGHT OF.
THAT'S WHERE YOU CAN GO BACK IN.
>> THAT'S AN AMAZON CRITICAL REVIEW.
>> I THINK THAT'S A VERY GOOD POINT, BUT I WILL SAY, FOR THOSE IN MY EXPERIENCE THAT DO END UP GETTING THE HR, BECAUSE I PERSONALLY GET TO TALK TO EACH ONE OF THEM.
IT'S USUALLY LIKE, I JUST WASN'T CUT OUT FOR THIS, AND I'VE GOT A LOT OF SUPPORT AND I CAN'T DO IT.
IT'S EITHER TOO OVERWHELMING OR I JUST DON'T HAVE THE SKILL LEVEL.
AS NICE AS THIS CAN BE, I APPRECIATE ALL YOUR EFFORT, BUT THIS JUST WASN'T GOING TO WORK FOR ME.
A LOT OF THEM JUST REALIZED THAT MAYBE IT JUST WASN'T A GOOD FIT.
AS I SAID, THE MAJORITY OF THOSE WERE FIRST YEAR.
BUT YOU HAVE SOME CAREER CHANGERS.
HONESTLY, WHO HAD BEEN IN A COMPLETELY DIFFERENT CAREER, COME INTO IT, AND MAYBE AGAIN, THINK IT'S DIFFERENT THAN WHAT THEY HAD ENVISIONED AND IT JUST WOULDN'T WORK FOR THEM.
WHILE WE MAY BE, WHAT SHE SAID IS WE FAILED THEM, MAYBE WE DO HAVE SOME OF THOSE, BUT IN MANY CASES, THEY JUST REALIZED THAT MAYBE IT WASN'T A GOOD FIT FOR THEM.
>> I WONDER, GOING AN YEAR OUT OR WHATEVER, NOT JUST IN THIS PROFESSION, BUT SO MANY WITH WHAT COVID HAS DONE TO PEOPLE, IN TERMS OF ISOLATION, IN TERMS OF NOT THE SAME CONNECTION WITH THEIR NORMAL WORK ENVIRONMENT.
YOU LOOK AT THE MENTAL HEALTH IMPLICATIONS OF THAT AND WONDER, MAYBE NOT WITH THE SCHOOL SYSTEM, BUT MAYBE HERE AND OTHERS, THAT CERTAINLY IS A CONSIDERATION.
WHEN YOU LOOK AT THE SUPPORT THAT THEY GET, YOU MAY LOOK AT THAT ALREADY.
ANYTHING WHERE THEY NEED SOME PROFESSIONAL ASSISTANCE IF THEY SEE THE AVAILABILITY OF IT.
BUT IN THIS PAST 12 MONTHS, WE'RE GOING TO SEE A LOT OF THAT IN OUR SOCIETY.
WE ALREADY ARE SEEING A LOT OF THAT, NOT JUST IN THE PROFESSIONS THAT HAVE BEEN SO GROSSLY AFFECTED, MEDICAL FIELDS OR RESPONSE FIELD AND SO FORTH.
THIS IS GOING TO KEEP COMING UP, THAT'S ONE FOR EVERYBODY TO PAY ATTENTION TO, I'M SURE THAT THE HR, WEBINARS AND ALL THOSE SORT OF THINGS ARE ALL OVER THAT EMPLOYEE ASSESSMENTS.
BUT, IT IS JUST A POINT WORTH NOTING.
>>WELL, I HOPE TONIGHT YOU DEFINITELY GOT A BETTER UNDERSTANDING OF OUR TEACHER EVALUATION SYSTEM.
MY TWO TAKEAWAYS TRULY FROM THIS EVENING ARE, TO LOOK INTO WHAT [INAUDIBLE] SAYS ABOUT THE NUMBER THAT THEY REQUIRE OF OBSERVATIONS, AND TO TAKE A LOOK AT, SHOULD WE DO SOME SORT OF AT THE END OF YOUR PIP.
SURVEY OR FEEDBACK FROM TEACHERS, ON AN ONGOING BASIS.
>I WOULD LIKE TO, NOT TO REALLY HAVE A QUESTION, BUT I'D LIKE TO JUST SAY SOMETHING, AND THIS GOES BACK TO WHAT MR. NEWCOMB SAID ABOUT MORALE.
PERCEPTION, WHETHER IT IS TRUE OR NOT, PERCEPTION IS REALITY, TO PEOPLE.
IN THE PAST, WHEN I FIRST STARTED, EVALUATIONS WERE TOTALLY SEEN AS A TEACHING TOOL, BY STAFF.
LATELY, IT'S SEEN AS MORE OF A ''GOT-TO'' SYSTEM.
AGAIN, PERCEPTION WHETHER IT'S TRUE OR NOT, THAT'S HOW IT'S SEEN.
LIKE EVEN DURING COVID, WHERE WE'VE ALL SAT THERE AND WE'VE ADMITTED, THINGS ARE CHANGING WEEKLY, MONTHLY, HOURLY, AND TEACHERS ARE GETTING FRUSTRATED BECAUSE THEY FEEL LIKE THEY'RE BEING HELD ACCOUNTABLE FOR THINGS THAT THEY JUST LEARNED AN HOUR AGO, OR THEY JUST FOUND OUT ABOUT AN HOUR AGO.
ONE OF THE QUESTIONS, AND THIS IS MORE RHETORICAL, IS LIKE, SO INSTEAD OF DOING ALL THIS EVALUATING, WHY AREN'T WE HELPING MORE AND SAYING, WE KNOW YOU JUST FOUND OUT ABOUT THIS.
LIKE YOU SAID, TALKING, INSTEAD OF PUTTING THE EVALUATION IN WRITING.
[00:55:03]
EVALUATIONS, THEY'RE SNAPSHOT IN TIME.THAT'S ALL IT IS, IT'S CLICK BOOM, THERE YOU GO.
VERY FEW EVALUATIONS LAST FOR THE ENTIRE CLASS PERIOD, YET TEACHERS ARE BEING HELD ACCOUNTABLE FOR STRATEGIES THAT WEREN'T SEEN DURING THE OBSERVATION.
IN MANY TIMES, THERE WAS A CERTAIN STRATEGY THEY'RE LOOKING FOR.
THEY DID IT BEFORE THEY GOT THERE OR IT WAS PLANNED AFTER THE OBSERVER LEFT AND THE OBSERVER GOES, ''YEAH, BUT I DIDN'T SEE IT.'' HOW FAIR IS THAT? A LARGE PART OF THE OBSERVATION PROCESS, IT'S VERY SUBJECTIVE, IT'S OPEN TO PERSONAL OPINION, AND THAT'S KEPT VERY REAL POTENTIAL BEING MISUSED.
I'M NOT SAYING IT ALWAYS IS, BUT THE POTENTIAL IS THERE.
IN MY PERSONAL OPINION, EVALUATION SYSTEMS NEED TO BE CAREFULLY MONITORED AND IT NEEDS TO BE SEEN, AND THIS IS THE IMPORTANT PART, IT NEEDS TO BE SEEN AND USED AS A TEACHING TOOL.
OKAY. BECAUSE WE CAN ALL LEARN.
ESPECIALLY IN THESE UNPRECEDENTED TIMES, THAT NONE OF US, IT'S ALL EASY FOR US TO SAY, THIS IS WHAT SHOULD BE GOING.
WE DON'T KNOW WHAT SHOULD BE GOING ON, IT'S A LEARNING EXPERIENCE.
OUR STUDENTS DESERVE A 100 PERCENT OF EVERYTHING, EVERY SINGLE ONE OF US HAS.
TEACHERS NEED TO BE SUPPORTED AND ENCOURAGED.
THEY NEED TO FEEL SAFE, THEY NEED TO FEEL APPRECIATED SO THEY'RE ABLE TO GIVE OUR STUDENTS THE A 100 PERCENT THEY DESERVE.
AGAIN, ASSETS, IN MY OPINION, EVALUATION SYSTEM, IT NEEDS TO BE A TEACHING TOOL, AND THAT'S WHAT IT NEEDS TO BE SEEN BOB, FOR EVERYBODY.
>> DEFINITELY, AND I HAVEN'T EVER HAD A TEACHER EVALUATION.
BUT IT SOUNDS LIKE IF THE PROCESS IS WORKING, IT IS A VERY SUPPORTIVE AND COLLABORATIVE PROCESS.
THAT'S WHAT IT SOUNDS LIKE IT'S TRYING TO BE.
I'M SURE IT IS, MOST OF THE TIME.
ASKING AT THE END, WHAT'S THE POSITIVE? WHAT'S THE NEGATIVES? LETTING PEOPLE KNOW THEY'RE LISTENING, NOTHING COULD HURT.
WE'VE TALKED ABOUT IT BEFORE, WE JUST HEAR THAT THIS STATE ASSESSMENTS HAVE BEEN WAY CHANGED, SOME LENIENCY HAS BEEN DONE, BUT WE'RE STILL REQUIRED TO DO.
>> BUT WE GOT TO CLARIFY HOW MANY? WHAT IS IT? CAN WE CAN WE CAN WE FREE UP SOME TIME JUST UNDER THIS CRAZY, PANDORA OF PANDEMIC AND GIVE SOMEBODY.
EVEN ADMINISTRATORS, PICK SOME OFF THE PLAY FOR A DAY, I DON'T KNOW.
IT MIGHT BE A LITTLE SOMETHING. BUT THAT BEING SAID, I'LL TELL YOU, I'VE SEEN BOTH SIDES OF IT.
ANOTHER SCHOOL SYSTEM EVALUATION, THEY'RE NOT THAT COLLABORATIVE, AND THEY'RE NOT THAT SUPPORTIVE.
YOU GET IT, AND THEY'RE LIKE, ''YOU ARE DOING A GOOD JOB,'' AND HOPEFULLY YOU DID, BUT IF YOU DIDN'T, THEY'LL BE LIKE, ''YEAH, WE'LL DO BETTER, SEE YOU NEXT YEAR,'' AND THERE'S NOT ANYTHING THERE.
IF THAT MANAGER, THAT SPECIFIC MANAGER ISN'T PROACTIVE ENOUGH TO DO IT BECAUSE THERE'S NOBODY ABOVE HIM OR HER OR MAKING THEM DO IT.
THEY JUST, ''I DON'T LIKE THE WAY YOU DID IT.
YOU DIDN'T DO A GOOD JOB LAST NIGHT, GET YOUR ACT TOGETHER.
GET TO IT.'' I THINK WE'RE DOING BETTER THAN THAT. I KNOW WE ARE.
I ALSO SAY, IT'S A BALANCE BECAUSE BEING ON THE BOARD PREVIOUSLY, DAN AND I'LL JUST SAY, I KNOW THE PREVIOUS BOARDS HAVE PUSHED PREVIOUS ADMINISTRATIONS AND PREVIOUS HR DIRECTORS TO MAKE SURE THAT THERE'S NOT A STEREO.
>> THAT TENURE AS A CAREER IS NOT A LIFE JOB.
THAT'S A STEREOTYPE THAT IN PREVIOUS BOARDS PUSHED ON PREVIOUS ADMINISTRATIONS AND IN THIS ONE AS WELL.
SO TENURE IS A GOOD THING, IT'S THERE FOR A REASON., BUT IT DOESN'T MEAN THAT YOU'VE GOT A JOB FOREVER.
I KNOW THAT THERE HAS BEEN A SMALL NUMBER OF PEOPLE WHO HAVE BEEN IMPACTED BY THAT.
THAT'S BETTER FOR OUR SCHOOL SYSTEM.
>> BUT REMEMBER, 99% PERCENT OF OUR TEACHERS, BASED ON THIS DATA, IS EITHER EFFECTIVE OR HIGHLY EFFECTIVE.
>> DAY IN AND DAY OUT, DOING EVERYTHING THAT IS ASKED OF THEM AND EVERYTHING, AND UNDERSTANDING THE EXPECTATIONS AND ARE EITHER MEETING OR EXCEEDING, THOSE EXPECTATIONS.
>> RIGHT. THAT'S GOOD, THAT'S GREAT.
>> THAT'S GREAT. BOARD, ANY QUESTIONS? ANY OTHER COMMENTS, THOUGHTS? ALL RIGHT. IS THERE ANYBODY IN THE AUDIENCE WANT TO, ANYTHING?
>> THANK YOU FOR THAT PRESENTATION.
[4. Upcoming Meetings/Events]
UPCOMING MEETINGS. THIS IS MARCH.WE HAVE OUR NORMAL, REGULAR SCHEDULED MEETING, APRIL 6TH, AND THEN, WHAT'S THE 19TH? RHYTHM OF THE RIDGE ELITES INDUCTION.
>> RHYTHM. OKAY. WORK SESSION AND ALL RIGHT.
[01:00:06]
REMEMBERS ANYTHING FOR THE GOOD OF THE CAUSE, IF NOT, LOOKING FOR A MOTION TO CLOSE THE MEETING.>> [INAUDIBLE] SECOND. ALL THOSE IN FAVOR OF CLOSING THE MEETING? [NOISE].
>> ALL RIGHT, NICE. THANK YOU ALL.
>> THANK YOU. GOODBYE AND HAVE A GOOD EVENING.
* This transcript was compiled from uncorrected Closed Captioning.