- Castine Professional Development

Transcription

1 - Castine Professional Development Philosophy Effective teaching entails a commitment to the process of continuous growth and improvement. All members of the professional staff, including teachers must regularly reflect on their practice and professional behaviors, analyzing in so doing the impact on student learning. This formative assessment and growth process is designed to promote the development of the teacher as reflective practitioner. Toward that end, the yearly professional development cycle will include: identifying areas of professional growth, articulating focused goals, utilizing both current research and human resources, collecting relevant artifacts and data, assessing the effects of teacher action on student outcomes, reflecting on one s growth, and setting new goals for further professional development. Effective teaching also requires periodic feed back from other educators. Systematic observation of teaching, conferencing, and coaching techniques can further assist the classroom teacher in enhancing performance. Additionally, teachers committed to their practice regularly seek to expand their knowledge; examine indicators of student progress, achievement, and happiness; and use available data to design activities and strategies which improve individual and group performance. Linking professional reflection with formal feedback assists in the process of developing annual goals and objectives. The Adams School s goals and objectives process is intended to target teaching performance, professional development and personal reflection. To realize growth and improvement, teacher professional development in Adams School has three basic goals: * to assure the emotional and academic needs of the children in the Adams School are being met through a continuing process of improvement of instruction; * to improve total performance of individual staff members; and * to serve as a basis for teacher-to-teacher and teacher-to-administrator communication and growth. In its efforts to achieve these goals, the Adams School recognizes that teachers are individuals, that they approach the art and science of teaching differently. Teaching styles and personalities vary; background and methodologies also differ. Thus, our fundamental belief is that effective instruction, guided by a common curriculum, can be reached through a variety of methods and styles. Within this flexible framework, however, professional standards for teacher performance must guide the work for each teacher to assure accountability to our ultimate clients - the people of our town. 1. Procedures

2 The following procedures will be phased in over a three-year period, with attention paid each year during the phase-in period to providing staff inservice and support from the administration. Goal Setting -(implement ) By October 15th, each teacher submits written goals and objectives to his/her principal or program supervisor. No later than November 15, the building administrator or program supervisor meets with the teacher to discuss the goals and objectives for the coming year. Self-Assessment (implement ) Each teacher may (optional) submit a written self-assessment to his/her principal by October 15. This narrative statement may form the basis for a conference focusing on the progress made on the goals and objectives outlined and submitted the previous year and the development of new goals and objectives. Teachers are encouraged to assess the results of their actions using identifiable student outcomes and to include the results of this assessment in their narrative. Following the conference, the written self-assessment and new plan becomes part of the teacher s cumulative record. Teacher Portfolio (implement ) (Optional for continuing contract teachers) Each teacher is encouraged to develop and submit a professional portfolio which documents his or her growth and development as an educator in the Adams School. This is required of probationary teachers. A professional portfolio is unique to each teacher and may include but is not limited to: * annual goals and objectives and self-assessment * teacher-made artifacts * unit plans * results of classroom or course research * teacher journals or reflective writing * professional writing or publications * influential articles or book excerpts * audio or video records of classroom practices * peer and/or administrative evaluations * written feedback from parents, students, and/or colleagues * transcripts and course evaluations Peer Review / Collaboration (implement ) (Optional) Every other year, assuming that a teacher s performance has not been deemed unsatisfactory, continuing contract teachers may work with one of their colleagues in a formative review process or collaborative project in lieu of the formal evaluation by administrator or program supervisor. The process is intended to provide teachers an opportunity to collaborate with a peer in a supportive, loosely structured, highly individualized professional development experience. The peer review or collaboration should be directed at identifiable student outcomes. 2.

3 The peer review / collaboration process will include the following steps: * identify a peer reviewer by October 15th (building administrator notified); * schedule a preliminary conference to discuss what aspect(s) of the teacher s work is to be focused on (no later than November 15th); * the reviewer will conduct at least two (2) classroom visitations, the first by February 1st, the second by May 1st; * the teachers will schedule a post conference to discuss each visitation, to be held no later than one week following the visit and; * the teachers will submit to building administrator or program supervisor written narratives by June 1st. Student Assessment Each teacher with classroom responsibilities in Grades 5-8 is encouraged to have his/her students complete a student assessment form prior to the end of the school year or at the conclusion of a course. All student forms are to be developed individually by each teacher and remain the property of the teacher. 3.

4 Performance Standards for Professional Teachers: 1. Annual goals and objectives for professional growth and development: a. Articulates a plan that is well-written, clear, and specific. b. Sets rigorous, focused goals and demonstrates progress toward attainment. c. Identifies goals that reflect school and/or union philosophy and direction. d. Includes in the yearly plan of growth research, reading, and/or other means of adding to professional knowledge. e. Completes a written self-assessment that clearly summarizes progress toward fulfillment of goals and objectives. 2. Teaching practices: a. Clearly articulates and utilizes student learning outcomes as a basis for instruction. b. Designs instructional activities for all student learning styles, needs, and knowledge levels and built on the belief that all students will experience success. c. Uses teaching strategies that require application of knowledge, critical thinking, and problem solving skills. d. Personalizes instruction by using guided practice, independent follow-up, and enrichment activities. e. Uses a variety of methods, media, and materials. f. Promotes active participation of students. g. Demonstrates content area knowledge. h. Creates and maintains a positive, supportive, safe and respectful environment for all students with clear expectations about student behavior. i. Uses indicators of student progress and results of student assessments to guide further instruction. j. Provides timely feedback to students when evaluating their work. k. Uses indicators of effective instruction to analyze teaching style (i.e., frequency of teacher talk, frequency of feedback from students, frequency of reinforcement, time on task, etc.) l. Assists students to understand their own learning styles, needs, and progress by collecting and reflecting on their work (portfolios). m. Motivates, challenges, and excites student interest. n. Applies school and union curricula in the process of planning short- and long term activities and units of instruction. 3. Professional responsibilities: a. Establishes and maintains collegial and supportive relationships with other staff members. b. Collaborates with other members of the school community on professional endeavors. c. Accomplishes routine and administrative tasks in a dependable manner. (i.e. meet deadlines, items in job description and assigned duties). d. Maintains student records and reports as requested by the Students and Administrators. e. Maintains timely and positive communications with parents. f. Uses community resources to enhance student learning. 4.

5 g. Adheres to school rules, regulations, and board policy. h. Seeks administrative assistance when necessary and follows the chain of command when dealing with issues and concerns. i. Provides supervision of para-professional staff as assigned by the administration. Adopted: Union #93 Joint School Committee - April 25, 1995 Adopted: Castine School Committee - 6/6/95, 7/11/95 Revised: Castine School Committee - 6/4/96 Revised: Castine School Committee- 9/6/01 5.

6 Professional Staff Goal Setting Form Name Grade Date State what you would like to focus on during the coming year (goal): use additional sheets as needed). the goal setting process should follow and build on teachers self assessment. What specific things will you attempt to do to make progress in this area (objectives): a. b. c. d. For each of your specific steps, list resources you may need and completion date: Resources: Completion date: a. b. c. d. Describe how other staff members, teachers and/or principal, can play a role in helping you to reach your goals and evaluate your success: What types of artifacts will your work generate this year? (portfolio possibilities) Use the space below to list any initial questions you have that may form the basis for personal narrative, reflections, or journalling: (Use additional sheets as needed for other goals. Return to building principal by October 15th) Peer Review / Collaboration Form

7 Peer Review / Collaboration Continuing contract teachers will work with one of their colleagues in a review process or collaborative project in lieu of the formal evaluation by administrator or program supervisor. The process is intended to provide teachers an opportunity to collaborate with a peer in a loosely structured, highly individualized professional development experience. The peer review or collaboration should be directed at identifiable student outcomes. Teacher s Name School Grade (s) Subject (s) Date Peer Reviewer (must be selected by October 15th) Preliminary Conference Date (no later than Nov. 15th) Observation Dates & (no later than Feb. 1st and May 1st) Please attach narratives written by the teacher and reviewer and submit to building administrator or program supervisor by June 1st. Teacher Date Peer Reviewer Date Principal/Program Supervisor Date Self-Assessment Form

8 Teacher s Name School Grade(s) Subject (s) Date Overview: Use the space below, the back of this sheet, and additional pages as needed to comment on your work and progress on goals from the previous year in light of the Union s Standards for professional Teachers. (The self assessment is due by October 15th each year and should form the basis for setting new goals and objectives.) Signature of Teacher Date Signature of Evaluator (s) Date