| Plan
for Success : Non-Tenured Faculty |
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| Expectations
[top] |
| As
you analyze performance in the five expectations,
here are some concepts that could help quide your
thinking. |
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Personal
and Professional Growth
The District 108 Personal/Professional Growth/Competence
expectation focuses upon sustained efforts to develop
new skills through continuing education. Sustained
personal/professional growth efforts may include
Professional Development Academy courses, workshops,
independent study, district and building committees,
and advanced degree coursework. |
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Planning
and Instructional Methods
The District 108 Planning and Instructional Methods
expectation focuses upon implementation of the district
curriculum through meaningful classroom experiences
utilizing available resources. Meaningful classroom
experiences may include child-centered instruction
that meets the needs of all learners through implementation
of the District curriculum. |
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Classroom
Management
The District 108 Classroom Management expectation
focuses upon planning for and utilizing available
human, financial, and physical resources to enhance
learning. Successful management reflects appropriate
preparation, organization, and communication. |
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Collaborative
Worker
The District 108 Collaborative Worker expectation
focuses upon making positive contributions to building
and district initiatives. The collaborative worker
contributes in a positive way by being flexible,
responsive, and supportive to the needs of the students,
building, and district. |
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Learning
Environment
The District 108 Learning environment expectation
focuses upon establishing and maintaining a productive
environment responsive to needs of the learner.
A productive learning environment is accepting,
encouraging, and motivating to the lear
Purpose of Evaluation
The primary purpose of evaluation is to improve
instruction*
Goal
Setting
Goal setting provides the basis for positive action
to meet student and teacher needs within building
and district strategic plans. Goals will be written
during the 3rd and 4th year of non-tenured status.
*See
current contract Article V: Evaluation, A. Purpose,
p. 16
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| Non-Tenured
Annual Evaluation [top]
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New staff receive detailed overview of evaluative
process during district's August "New Teacher
Orientation Sessions"
- Evaluator
conducts conference with non-tenured staff to
discuss the districts five expectations and
confirm the evaluative process by October 1.
- Formal
goal setting for non-tenured teachers year three
(3)
- Evaluator
confirms and provides preliminary notice regarding
first formal observation
- First
formal observation with appropriate written
feedback and a conference will occur prior to
december 1
- Informal
observations with appropriate informal feedback
will be on-going throughout the year
- IF
area(s) of concern arise, notice will be given
to evaluatee in sufficient time to address and
improve identified concern(s)
(Optional)...Non-tenured teachers may provide
the evaluator with F.Y.I. information regarding
instructional circumstances and/or conditions,
special curricular information prior to formal
observations
- Second
formal observation with appropriate written
feedback and a conference conducted January-March
1
- Ongoing
verbal or written communication will occur between
evaluator/evaluatee
- Additional
formal evaluative observations/feedback conferences
available as per the request of either party
- At
the summative conference, the evaluator will
provide the evaluatee a written evaluation of
his/her performance. The narrative will include
professional background of the staff member,
evaluative comments, and additional statements
realted to performance in the five district
EXPECTATIONS
- Summative
evaulation conference/sign-off conducted no
less than 45 days prior to end of the official
school year calendar
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Professional
Development Academy [top]
Core Courses |
Understanding
the Process and Procedures
This course is designed to address the assessment
and evaluation of student progress towards meeting
targeted objectives, competencies, goals and standards
utilizing a balanced assessment model of student
evaluation strategies. Educators will gain a better
understanding of how to use standardized test and
teacher-made tests, criterion-based tests, and content
knowledge. Educators will develop and use portfolios
to monitor students' growth and development and
performance-based assessments to measure application
and transfer.
Interactive Classroom Management
This course is designed to survey the research-based
models of behavior management in order to find effective
strategies to be incorporated into the classroom.
Educators will develop pro-active strategies to
prevent problems and establish a classroom climate
conductive to learning. Educators will develop problem
solving strategies for students who have trouble
accepting responsibility, students with weak interpersonal
skills and students with behavior problems with
special needs.
Collaborative Leadership
This course will prepare teacher leaders to develop
a comprehensive system for the support of schoolwide
improvement efforts. Educators will be able to understand
the rationale for human resource development in
schools, identify the critical components of an
effective staff development program as identified
in the research, understand the relationship of
adult learning and staff development theory to student
achievement, identify key strategies in making school
training programs beneficial to faculty and students,
identify effective assessment approaches for staff
development programs, and utilize specific teambuilding
strategies with students and staffs.
Engaged Learning Environment
This course introduces the cooperative interactions
that connect the components of constructivism and
brain compatable learning and establishes the climated
for collaboration, peer feedback, and reflective
practices supportive and responsive to the needs
for such structures in the broader society and educational
community. This collegial model fosters the transfer
of these processes to the school and the classroom.
It facilitates the systemic change required for
effective educational reform.
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| Building
and District Improvement Plans [top] |
Click on a piece above to get more infomation
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Classroom
Management [top]
Captures
the interest of students and effectively maximized
learning time. Implements clear, consistent management
strategies to engage learners Engages and motivates
students to be responsible learners. Clearly communicates
expectations to parents and students
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Personal
& Professional Growth [top]
Dedicated
to his/her prefessional growth Reflects on professional
strengths and needs and takes action to improve.
Participates in professional development experiences
and applies new learnings.
Supports continuous improvement in the classroom,
school and district. |
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Collaborative
Worker [top]
Works
collaboratively woth other educators, parents
and students. Practices skills of leadership in
a site-based, shared-desicion making culture.
Is flexible and supports the school and district
mission. Develops collaborative networks within
the school, district and community. |
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Learning
Environment [top]
Maintains
a classroom environment that nurtures students'
achievements to high expectations. Adjust instructional
practices based upon students' knowledge, interests
and environment.
Uses innovative techniques, tools, and strategies
that support an engaged learning environment.
Provides oppourtunities for cooperative, critical
and creative thinking. |
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Planning
& Instructional Methods [top]
Facilitates
student learning, creating oppourtunities for
using knowledge and transferring that learning
to their own lives
Utilizes the statet standards and district grade
level objectives and learning expectations supporting
student acheivement.
Developes multiple assessment, uses results to
improve student learning. Uses a wide range of
instructional startegies. |
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These
suggestions are not intented to be limiting. Choices
are limited only by the individual teacher.
Mission
Statement of Pekin Public Schools District 108
Pekin District 108 is committed to preparing responsibe,
productive, life-long learners through active
partnerships with our learning community.
Let
us show you the learning! |
