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Core Module Three

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Core Module Three The Role of Professional Dialogue and Collaboration in the Summative Report ... and development focussed on high levels of student. achievement. 4 ... – PowerPoint PPT presentation

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Title: Core Module Three


1
Core Module Three The Summative Report
  • Core Module Three
  • The Role of Professional Dialogue and
    Collaboration in the Summative Report

2
Core Module Three The Role of Professional
Dialogue and Collaboration in the Summative
Report
  • Part One Opening

3
The Role of Professional Dialogue and
Collaboration in the Summative Report
  • Overall Goal of Module Three
  • The overall goal of this module is to build
    understandings
  • about the Summative Report Form for Experienced
    Teachers,
  • its requirements, how to complete it and
    effective practice that
  • transforms the summative report and its related
    procedures
  • and processes into a meaningful vehicle for
    teacher growth
  • and development focussed on high levels of
    student
  • achievement.

4
The Role of Professional Dialogue and
Collaboration in the Summative Report
  • In this module participants will
  • Learn about the revised Summative Report Form for
    Experienced Teachers and its requirements
  • Participate in cooperative activities that
    highlight the important role that trust,
    professional dialogue and collaboration play in
    the development of the summative report
  • Examine the relationship between the summative
    report and the components of the performance
    appraisal process for experienced teachers
  • Continued

5
The Role of Professional Dialogue and
Collaboration in the Summative Report
  • In this module participants will
  • Identify and reflect on effective appraisal
    practices related to classroom observation
  • Practice writing meaningful comments that
    reinforce effective practice, provide direction
    for goal-setting and foster professional growth

6
The Role of Professional Dialogue and
Collaboration in the Summative Report
  • Participant Experience with Classroom Observation
  • Work with a partner and on the index card you
    have been
  • given
  • Partner One lists kinds of feedback a teacher
    might want from a principal observing a lesson in
    the classroom
  • Partner Two lists what a principal might be
    looking for in a classroom observation
  • Partners discuss responses to questions provided
  • Partners work with their table group to identify
    effective classroom observation practices

7
The Role of Professional Dialogue and
Collaboration in the Summative Report
  • Part Two Features and Requirements of the
  • Summative Report

8
Features and Requirements of the Summative
Report
  • In the revised performance appraisal process for
    experienced teachers the summative report form
    has been strengthened to provide principals with
    a single document to record all aspects of the
    appraisal process
  • The revised summative report form includes
    information previously recorded in the
    pre-observation and post-observation forms of the
    former performance appraisal process

9
Features and Requirements of the Summative
Report
  • The Summative Report Form for Experienced
    Teachers is a ministry-approved form that must be
    used to document the performance appraisal
  • The Summative Report Form for Experienced
    Teachers must be used for each appraisal
  • The duties of the principal may be delegated to a
    vice-principal in the same school or to an
    appropriate supervisory officer

10
Features and Requirements of the Summative
Report
  • In preparing the summative report, the principal
    must
  • consider all 16 competencies in assessing the
    teachers performance
  • provide comments regarding the competencies
    identified in discussions with the teacher as
    the focus of the performance appraisal
  • Notwithstanding the discussions held between the
    teacher and the
  • principal the principal is required to assess
    teacher performance in
  • relation to all 16 competencies and may comment
    on competencies
  • other than those discussed

11
Features and Requirements of the Summative
Report
  • Using the ministry-approved Summative Report Form
    for
  • Experienced Teachers the principal is required
    to
  • comment on the competencies identified in
    discussions with the teacher as the focus of the
    teachers performance appraisal (the principal
    may also comment on other competencies that were
    assessed through the performance appraisal)
  • provide an overall rating of the teachers
    performance and
  • recommend professional growth goals and
    strategies for the teacher to take into account
    in developing, reviewing and updating the
    teachers Annual Learning Plan

12
Features and Requirements of the Summative
Report
  • Principals collect evidence to support their
    appraisal of experienced teacher performance
  • This evidence may be described in the summative
    report or attached as supporting documentation
  • Teachers may also collect evidence to support
    their performance appraisal. This evidence may be
    noted in the summative report or attached as
    supporting documentation

13
The Summative Report
  • Part Three Effective Practice

14
Effective Practice
  • The summative report documents the appraisal
    process and captures the professional dialogue
    between the teacher and principal and allows them
    to reflect on progress in the teachers
    development
  • It becomes a vehicle for teacher reflection on
    their development and in the identification of
    growth goals in their ALP

15
Effective Practice
  • The summative report form is a central component
    in the performance appraisal process for
    experienced teachers
  • It incorporates and makes connections between and
    among all the key components of the appraisal
    including the 16 competencies, the Annual
    Learning Plan, the pre-observation and
    post-observation meetings, and the classroom
    observation

16
Performance Appraisal Framework for Experienced
Teachers
17
Effective Practice
  • The performance appraisal process for experienced
    teachers is a dynamic one in which interaction
    and professional dialogue between teacher and
    principal are ongoing and the development of the
    summative report a central focus

18
Effective Practice
  • At the same time that principals carry out their
    legal responsibilities in preparing the summative
    report they fulfil their role as instructional
    leaders by working collaboratively with teachers
    to focus the appraisal on teacher growth and
    development that brings about high levels of
    student achievement

19
The Summative Report
  • Part Three Working with the Summative Report

20
Working with the Summative Report
  • Activity One The Importance of Relational Trust
  • Trust is a human virtue, cultivated through
    speech, conversation, commitments and action
  • Solomon and Flores

21
Working with the Summative Report
  • Activity One The Importance of Relational Trust
  • According to Bryk and Schneider the following are
    the four vital signs for identifying and
    assessing trust in schools respect, competence,
    personal regard and integrity
  • Throughout the appraisal process, respect and
    trust are integral elements of a successful
    appraisal

22
Working with the Summative Report
  • Activity Two Preparing for the Pre-Observation
    Meeting
  • The rapport between the principal and teacher
    will contribute to the success of the
    pre-observation meeting as they discuss the 16
    competencies that form the basis of the
    performance appraisal and which of these
    competencies could be the focus of the classroom
    observation

23
Working with the Summative Report
  • Activity Two Preparing for the Pre-Observation
    Meeting
  • In a climate of trust and mutual respect, a
    teacher feels comfortable sharing both features
    of the classroom program that are working well
    and those the teacher is concerned about,
    confident that the concerns would be heard in the
    spirit of collaboration and that support would be
    offered

24
Working with the Summative Report
  • Activity Three The Classroom Observation
  • Bringing the Competencies to Life
  • Classroom observations are conducted on the
    premise that seeing a teacher in action provides
    the best data source for judging teaching
    effectiveness.
  • Stronge and Tucker

25
Working with the Summative Report
  • Activity Four Margs Classroom Observation
  • A formal classroom observation is only one part
    of a comprehensive teacher performance appraisal.
    For some competencies evidence for assessment
    purposes may be obtained in other ways

26
Working with the Summative Report
  • Activity Four Margs Classroom Observation
  • Case-based professional development involves
    using carefully chosen, real-world examples of
    teaching to serve as springboards for discussions
    among educators
  • A good case is carefully designed and poses
    fundamental issues that reach beyond the
    particulars in the case and motivates ongoing
    reflection and inquiry

27
Working with the Summative Report
  • Activity Four Margs Classroom Observation
  • Marg Dalhousie
  • Has been teaching in the intermediate division
    for 18 years
  • Recently moved from northern Ontario to a new
    suburban school in southern Ontario
  • Has a grade 8 homeroom class in her new school
  • Must have at least one performance appraisal in
    her first year of employment with her new board

28
Working with the Summative Report
  • Activity Five The Post-observation Meeting An
    Opportunity to Focus on Effective Practice
  • Because the post-observation meeting component of
    the TPA process appraisal happens only once in a
    five-year evaluation cycle, it is important that
    it is a constructive and valuable experience for
    both teacher and principal

29
Working with the Summative Report
  • Activity Six Writing Comments that Motivate the
    Teacher
  • The summative report is an important tool for
    providing feedback and direction for the teacher
    in a manner that motivates the teacher to a
    higher level of performance
  • Teachers refer to the information in the
    summative report for guidance as they move
    towards their learning and improvement goals

30
Working with the Summative Report
  • Activity Seven Suggestions for Professional
    Growth
  • and Development
  • To be practical and constructive, professional
    goals and strategies should align with the
    competencies, build on the previous goals and
    strategies in the teachers ALP and support
    school improvement goals when possible

31
Working with the Summative Report
  • Activity Eight Putting It All Together
  • The revised performance appraisal process for
    experienced teachers supports teacher
    professional growth and development on a
    continuous basis throughout an experienced
    teachers career
  • It is a process rather than an event supported
    year by year by the development and ongoing
    maintenance of the ALP

32
The Role of Professional Dialogue and
Collaboration in the Summative Report
  • Part Five Closing

33
The Role of Professional Dialogue and
Collaboration in the Summative Report
  • Guided Reflection
  • Reflection is what allows us to learn from our
    experience it is an assessment of where we have
    been and where we want to go next.
  • Kenneth Wolf

34
The Role of Professional Dialogue and
Collaboration in the Summative Report
  • Food for Thought
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