evaluation

Back **Virtual Evaluation: Measuring Competencies of Online Teachers - Melissa Nelson, Sarah Ault, Erigenia Russo & Patrick Ferrie** //By necessity, virtual schools are changing the paradigm of teacher evaluation. Just what emerging best practices measure critical competencies of online teachers? Learn how teachers and administrators in online schools work together to set performance goals, and how principals visit online classrooms and view data to perform “virtual observations.” Hear how changing roles inform formative and summative teacher evaluation in this innovative model — and how to adapt it for your school.//

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Group Discussions Minnesota Merit based pay - Danielson model modified Instructional compentencies Information gathering Proof from teachers Year 1 teacher prep
 * Colorado Connections and Minnesota Connections presenting.
 * Group discussions: What are the necessary competencies for online learning; How do you evaluate these skills particularly when teachers are spread out around the state;
 * **Elluminate sessions to review teacher competencies**
 * Challenges: necessary competencies, specific problems, specific outlined competencies, ability to council students; deep curricular knowledge; strong traditional school abilitie (some) but not locked in to traditional. looks behind the scenes; also assists teachers (help desk) Virginia Beach
 * Watch helpdesk reports on specific students; parent/student complaints, praise
 * Using NACOL standards to help teachers progress in OL learning
 * Borders: being a good diplomat 24/7
 * Show teachers multiple ways to meet goals
 * Comfort with technology
 * Attendance - Teacher attendance
 * use of data to guide instruction
 * planning - planning in advance, students,
 * **providing feedback- how quickly, how often, evidence**
 * **growing professionally - additional training, pd**
 * **contributing to school and /or company - contributing to the learning commnity**
 * **sharing professionalism**
 * **maintaining accurate records student, parent, contacts**
 * establishing an online community
 * **communicating clearly and in a timely manner: BB principal on all information for 1 week; look at content, writing ability tone of writing**
 * demonstrating knowledge of students
 * **designing coherent instruction**
 * assessing student learning
 * **using questioning and discussion techniques**
 * demonstrating knowledge
 * integration of tech into curriculum; trying new things; getting students involved in new technologies
 * reflecting on teaching; what went well, what didnt, what needs to change
 * **sit in live lessons (synch)**
 * observation of phone calls; on speaker phone
 * teacher BCC's appariser for one week
 * pre-observation document
 * **goal meetings with teachers; teachers set indiv goals each year(how they are going to grow)**
 * documentation provided by teacher at end of each live session; binders with detail information; wiki's, online portfolios
 * walkthroughs (required by state) recorded session
 * metric data
 * **examples of exceptional rapport; birthday cards for students** etc.
 * opportunities ofor group/student interactions
 * how datat has been used to plan instruction/monitor performance
 * feedback
 * live lesson data numbers/type of media used
 * proactivly validaing assessments plagerisim
 * professional growth
 * work with mentor to understand expectations; all new teachers have a mentor; checking spelling, clear communication; questioning and discussion techniques (calls with parents and students); **higher level thinking probing; engaging students (wikis podcasts, demonstrating fleibility**(glitches, crashes back up plans); different media used with students.
 * detialed notes on examples of expectations (binder of email examples)
 * created binder to document examples of work
 * use evauation to improve teaching/relfect on eval/use as a tool over the course of the year/helps to keep focused
 * applying the rubric - **knowledge is the key/exemplary vs unsatisfactory; teachers revert to past**, may not work in virtual
 * preeval meeting drives changes - give clear examples; ask questions
 * Feedback of what worked and didnt work " you passed" is not enough
 * Data driven live lessons - use different types of data ot drive instruction
 * Pre-emptive data: state standards, state test scores last year's classroom data to drive next years lesson data. how did students do/weaknesses
 * mentors for live lessons; mentor reviews a live lesson before the actual lesson. **teacher should self evaluate** the live lesson first.