Preparing to Talk Evaluation with My Principal
Like many of you, I’m already thinking about my final evaluation conference with my principal. I know that the new teacher evaluation system in my state (Washington) requires me to give evidence of differentiating instruction to meet my students’ needs. I must also show evidence of students’ academic growth. Trying to remember my students’ individual needs, their personalized learning objectives, strategies that I’ve implemented to meet these objectives, and evidence of their learning as related to my planning and teaching – that’s no easy task. And it will be difficult when I’m sitting across from my evaluator in a couple of months.
I needed a new method to capture all of my differentiation efforts. So I turned to Success at the Core for ideas and inspiration. In the site’s Implementing New Programs module, I found exactly what I was looking for.
In this module, I was drawn to a video, “Implementing New Instructional Strategies.” This documentary-style video shows math teacher Jeffrey Bergeron using a template to plan for implementing accessibility strategies designed to meet the needs of groups of students in his class. In the spirit of collaboration, Bergeron invites the math team to observe his lesson and asks them to note the impact of the accessibility strategies that he put in place in relation to the students’ understandings during the lesson.
I recognized the template used in the video as evidence of the “architecture of accomplished teaching” – which I learned about when working on my National Board Certification. I saw how it could help me in my teaching in multiple ways. Specifically, as I meet with my principal for my evaluation, a filled-out template can provide evidence of the following:
1) I know my students and have identified their needs.
2) I have set learning objectives appropriate to groups of students based on their needs.
3) My instructional strategies, as well as teaching activities, have been planned with intention, based on students’ needs.
4) I observe and document what students have learned in relation to supports I put in place for them.
As part of this post, I wanted to share one of the documents (filled out using the template) that I plan to share with my principal in my final evaluation conference. It connects to a math lesson I conducted on finding factors of numbers. Using this document to guide our conversation, I know that I will be able to clearly articulate my learning objectives for each group of students and how I differentiated the lesson to meet their needs. I will be able to demonstrate, with solid evidence, the architecture of my teaching.
Take a look and let me know what you think. Could this approach be of use to you?