C – LIFELONG LEARNING Commits to ongoing learning throughout lifetime for self and students Seeks knowledge, takes initiative, remains current Reflects and grows in own teaching practice and professionally Shares their love for learning with their students Prompts that request: Experience Certifications Professional Development and Training Application Questions: How do you instill a love of learning in your students? How do you model learning for your students? Q1 Q2 Q4 Student Questions: How do you feel learning? Do you like it? Where else do you learn? EXPECTATIONS FOR SELF AND OTHERS Has a vision for optimal performance Persistently success and meets it Coaches and supports ongoing improvement Application Question: Describe your expectations for yourself and your students. Teacher Fit: Concern for Student Learning Overall evaluation ratings spring 2012 Q1 Q2 Observation of Students
Understands and intentionally uses formative assessment in the classroom to inform instruction and students learning. Analyzes and uses standardized assessment data Analyzes and uses classroom and building-level data to make instructional decisions How do you use data to further your instructional decisions? Describe an occasion in which you changed an instructional plan based on data. Professional Logs RESPONSIVE, ADAPTIVE, RESILIENT, AND REFLECTIVE PRACTICE Monitors, adjusts and articulates instructional practice on an ongoing basis Responds to, reflects on and evolves instructional practice Communicates in timely and effective ways with all stakeholders Application Question: Describe how your has evolved over time. How have you handled changes in curriculum, materials, and instructional and pedagogical philosophies? Teacher Fit: Adaptability Administrator Survey Teacher Survey Q2 Q3 Reflect on the classroom visit. Observed responsiveness to student questioning PARTICIPATES IN AND CREATES A COMMUNITY LEARNERS Builds trust and creates a classroom culture of acceptance, safety and risk taking Holds students responsible for actions both academically and socially, with reflection time built for the purpose of perspective taking Actively participates in professional learning communities Collaborates with colleagues Application Questions: How do you instill a sense of community in your classroom? Describe your participation in your collegial community of learning. Teacher Leadership Initiatives Professional Learning Community Participation Administrator Survey Teacher Survey Q2 Student governance and/or community systems Classroom management systems RESPONSIBILITY FOR COMMUNITY OUTREACH Builds relationships with families and appropriate community groups and utilizes them as instructional resources Inviting people into the classroom and extending out from the classroom aware of community events and happenings Application Question: Describe the role that you have played in your school’s community outreach initiatives. Administrator Survey Teacher Survey Q3 Q4
Communicates with community groups Community Outreach Participation COLLEGIALITY AND PROFESSIONALISM Adheres to district and school rules and procedures (attendance, timely lesson plans, etc.) Participates in district and school initiatives Regularly upholds and celebrates the achievement of others‬ Upholds and promotes the district vision in a positive light‬ Utilizes current technologies effectively and appropriately Application Question: Describe the responsibilities and relationships associated with teaching as a profession. Administrator Survey Teacher Survey Attendance Professional Collaboration Logs February 22, 2013 D –
LIFELONG LEARNING Commits to ongoing learning throughout life-time for self, staff and students knowledge, takes initiative, remains current Reflects and professionally Shares their love for learning with their students and staff 1. Resume 2. Certifications 3. Professional Development and Trainings Q. 1. HIGH EXPECTATIONS FOR SELF AND OTHERS Has a vision for optimal performance Persistently success and meets it Coaches and supports ongoing improvement Develops clearly defined “SMART” goals Understands and commits to the full duration of this endeavor from strategic planning to future sustainability Demonstrates the integrity to foster and maintain only competent and effective Application Question: Tell how you have participate in the learning and reflective practices with teachers. Admin Fit: Leadership Teacher survey: Describe an example how the applicant demonstrates high expectations for themselves and others through their work ethics and specifically how this was clearly communicated to all involved. Q. 2. Staff can explain why they are using a particular instructional strategy. Staff can explain why they are striving towards the building goals and the building leader’s vision. POSITIVE RELATIONSHIPS Builds and sustains positive relationships with students and families Promotes positive interaction with faculty, district leaders and colleagues Promotes and models a safe and supportive learning culture Communicates expectations clearly Identifies and promotes leadership qualities in staff and students Application Question: Explain how you have developed positive relationships with the people in your building, district leaders, and with your colleagues. Staff References Q.3. Staff, Student, Parent feedback Observe respectful interactions between students and teachers. Observe evidence of positive behavior
Student References Parent References Fit: Interpersonal Skill Optimism system and an orderly environment. RICH DIVERSITY EMBRACED Understands, embraces and engages the rich diversity in the classroom, school and community Honors all staff, children and families Values the heritage of the Willow Run and Ypsilanti School communities Values and respects multiple perspectives and is culturally proficient Builds and sustains mutual respect and good intent Maintains high visibility around the school and community Positive school culture is immediately visible Application Question: Describe how you honor diversity throughout the school year. Admin Fit: Multiculturalism Q.4 1. Evidence of culturally responsible classroom or building environment. (A checklist of student work, professional work examples, displays) EFFECTIVE INSTRUCTION Knows, understands, identifies, and describes effective instructional practices. Understands and can recognize the range of effective instructional strategies and classroom structures appropriately aligned to learning goals. Understands and can recognize assessment of the prior knowledge of students and the scaffolding of learning to meet grade level expectations. Understands how to support teaching staff in their development of effective instructional practices. Application Question: 1. What opportunities does the common core standards afford the teaching and learning environment? Q. 5. Q. 6. Q. 7. Observe students making connections to learning goals. Students can articulate their learning goals. Students are engaged in higher level thinking evaluating and creating. Observe teachers using proven
Supports the utilization of national, state, local, and discipline-specific and other standards Knows and understands special education laws strategies, district supported initiatives or programs such as Reading Apprenticeship, Pbl, Prbl. Use of Common Core Resources. UNDERSTANDING AND DATA Understands and expects faculty to use effective assessment practices Analyzes and uses standardized assessment data Analyzes and uses classroom and data to make sound school improvement decisions Admin Fit: Talent Identification Q.8. Q.9. Evidence of data collection and use for both basic and higher-order thinking skills. Evidence reflecting ongoing use of data at the classroom or building level (binder of data, staff agendas, data walls, etc.) RESPONSIVE, ADAPTIVE, RESILIENT, AND REFLECTIVE PRACTICE Monitors and adjusts leadership practice and behaviors on an ongoing basis based on feedback Responds to, reflects on and evolves leadership practice Communicates in timely and effective ways with all stakeholders Articulates own leadership vision Admin Fit: Leadership Q.10. Q.11. At the end of the site visit ask candidate the question, “what did you think went well, and what do you think didn’t go well? What could you do differently to improve your leadership based on what you think we saw today?” DISTRIBUTIVE LEADERSHIP Fit: Team Leadership Teacher Survey Q.12. Observe a sense of a shared mission
Participates in and creates a community of learners Maintains and builds healthy and professional relationships Holds and enacts a collaborative mindset Promotes teacher coaching and mentoring Owns student performance Models leadership principles Identifies staff strengths, and embraces, encourages and empowers teacher leaders Uses leadership team in Builds trust and creates a school culture of acceptance, safety and risk taking Actively participates in and leads professional learning communities Time Management & Managing Work and goals for the staff and students. Evidence of teacher influence and shared leadership Evidence of leadership activity that has shaped or influenced building practices Evidence of broad student participation in the decision making process on a classroom or building level practices. RESOURCEFULNESS AND COMMUNITY OUTREACH Develops community partnerships Builds relationships with families and appropriate community groups and utilizes them as learning resources Invites community leaders into the building Being aware of community events and happenings Communicates with community groups Application Question: Describe your commitment to community outreach and the role that you have played in your building and/or district initiatives. Admin Fit: Learning Partnerships Q.13. COLLEGIALITY AND PROFESSIONALISM Adheres to district and school rules and procedures (attendance, meets deadlines, etc.) Admin Fit: Optimism Attendance, discipline and previous evaluations Observe evidence of positive and respectful Interactions between
E LIFELONG LEARNING Commits to ongoing learning throughout lifetime for self and students Seeks knowledge, takes initiative, remains current Reflects and in own teaching practice and professionally Shares their love for learning with their students No evolution or change in teaching practices over the individual’s teaching career. No evidence of meaningful participation in school-based professional development. Engaged in professional learning PD, SBCEUs, SCECHs, university classes, district-based, regional) Engaged in school-based professional development Evidence of evolution in pedagogical practice to accommodate best practices. Students express an interest in learning. HIGH EXPECTATIONS FOR SELF AND OTHERS Has a vision for optimal performance Persistently seeks success and meets it Coaches and supports ongoing improvement Unable to communicate a vision of success for students and self. Accepts and excuses low performance from students and self. Communicates a vision of academic and behavioral success for students and self. Actively seeks to raise academic and behavioral performance of students and self. Experiences success in these efforts. POSITIVE RELATIONSHIPS Builds and sustains positive relationships with students and families Promotes positive interaction with colleagues Produces negative relationships with students, parents, and staff. Fails to consider relationships in teaching. Students fail to identify a relationship with the teacher. Effectively engages stakeholders. Produces positive relationships with and among students, parents, and staff. Participates in collegial discussions. Students can identify a relationship with the teacher. RICH DIVERSITY EMBRACED Expresses negativity towards the students
Understands, embraces and engages the rich diversity in the classroom, school and community Honors all children Values the heritage of the Willow Run and Ypsilanti School communities Values and respects multiple perspectives Culturally proficient and families of the community. to acknowledge or respond to student diversity. disrespect for students. Demonstrates a positive commitment to the community. Demonstrates and/or exhibits an appreciation for diversity. Develops a positive classroom culture. Students find the teacher fair, respectful, and caring. STRONG CONTENT AND PEDAGOGICAL KNOWLEDGE Creates and defines learning targets and communicates them effectively to students content well enough to make it explicit, model it, know where it lies in the cradle-to-career spectrum, and assess it in others Uses a broad range of strategies and classroom structures appropriately aligned to the learning targets. Assesses the knowledge of students and scaffolds learning to meet grade level expectations. Embeds learning technologies within instruction in appropriate ways Utilizes national, local, and discipline-specific and other standards Instruction fails to align to district, local, and state content standards. Instruction fails to demonstrate content knowledge. Instruction or instructional strategies fail to Accommodate a broad range of learning styles and levels. Discussions and interactions fail to produce higher level thinking. Instruction aligns with district, and state content standards. Instruction demonstrates content knowledge. Instruction and instructional strategies are differentiated to accommodate a range of learning styles and levels. Discussion and questioning advances the quality of student thought. Classroom environment is literacy-rich. AND USING DATA Develops and/or selects assessments that match learning targets. Understands and intentionally uses formative assessment in the classroom to inform instruction and students learning. Analyzes and uses standardized assessment data Analyzes and uses classroom and data to make instructional decisions Fails to use assessment to monitor student learning. Ignores student performance data in instructional decisions. Fails to communicate student progress to students. Collects and uses data to make instructional decisions. Accommodates lessons based on the use of data. Encourages and facilitates self-monitoring in students using data. RESPONSIVE, ADAPTIVE, RESILIENT, AND REFLECTIVE PRACTICE Monitors, adjusts and articulates instructional practice on an ongoing basis Responds to, reflects on and evolves instructional practice Communicates in timely and effective ways with all stakeholders Ignores or dismisses feedback intended to improve performance. Failure to communicate effectively with stakeholders. Assigns blame to external factors for student performance. Accepts and responds to feedback from stakeholders to improve performance. Shows evidence of effective communication with stakeholders. Accepts responsibility for academic performance of students.
PARTICIPATES IN AND CREATES A COMMUNITY OF LEARNERS Builds and creates a classroom culture of acceptance, safety and risk taking Holds students responsible for actions both academically and socially, with reflection time built for the purpose of perspective taking Actively participates in professional learning communities Collaborates with colleagues No evidence of classroom community or connected learning relationships among students. Students show a fear of risk-taking. Shows participation in Professional Learning Communities. Facilitates a community of learning within the classroom using protocols such as the Student Centered Classroom. Promotes student voice and collaboration. Students show high participation and engagement. Promotes student access to learning through classroom management systems as well as consistent, proactive behavioral expectations. Participation in Professional Learning Communities. TAKES RESPONSIBILITY FOR COMMUNITY OUTREACH Builds relationships with families and appropriate community groups and utilizes them as instructional resources Inviting people into the classroom and extending out from the classroom Being aware of community events and happenings Communicates with community groups Does not engage in community activities or encourage student participation. Fails to identify or access community resources to support the academic and social well-being of students. Engages in and promotes community activities. Uses community resources to promote classroom instruction as well as the academic and social well-being of students. Initiates partnerships. COLLEGIALITY Adheres to district and school rules and procedures (attendance, timely lesson plans, etc.) Participates in district and school initiatives Regularly upholds and celebrates the achievement of others‬ Upholds and promotes the district vision in a positive light‬ Utilizes current technologies effectively and appropriately Fails to respond to administrative directives or submit required paperwork in a timely way. to access or utilize technology to further instruction or communication. Ignores school and district rules and procedures. Responds to administrative directives and required paperwork in a timely way. Accesses and/or utilizes technology to further instruction or communication. Honors school and district and procedures. F
Tentative Staffing Selection Timelines by Position Type February 28, 2013 Position Type Posting Date Closing Date Interviews and School/Classroom Visits Notification Classroom Teacher March 1 March 15 March 18-April 22 By 30 Elective Teacher Special Education Teacher Teacher Consultant Principal March 1 March 6 March 11-18 By Mar 29 Guidance Counselor March 8 March 22 March 25-April 30 By May 10 Speech and Language Pathologist Social Worker Paraprofessional Other Instructional March 15-April 11 TDB TBD TBD Central Office Administrators and Non-instructional Staff Anticipated: Mar 20 - April 11 TBD TBD TBD District Staff (custodial, food service, maintenance, secretarial) Anticipated: Mar 20 - April 11 TBD TBD TBD