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As a Director, what is your role in the observation and evaluation process for your teams and teachers? Do you take on an evaluative or non-evaluative role, or perhaps a combination of both? How do you collaborate with principals in this process, and what strategies do you use to support and foster collaboration between teachers and support staff (especially when there may be reluctance from a teacher and it is not required by admin.)
Hi, we have recently moved to a formal tiered support model and I'm updating our job descriptions to match. Would anyone be willing to share a job description for a learning support teacher (and/or head of department) in a school using MTSS? Thanks!
We are JUST having this conversation and needing to revamp our JDs for this position in a Chinese language environment. Following this thread, and will also update as and when we develop ours in the coming two weeks!
Board Member
ISLES Member
Board Member
ISLES Member
Board Member
ISLES Member
At our school all mid-senior leaders divide the staff and take on non evaluative observation roles. It is more an attempt for coaching and supporting teachers' professional growth plans (all staff fill out growth plans at the beginning of the year). I will have support services staff as well as other teachers who I observe and provide feedback for at least twice a year formally, but monthly growth plan check ins.
If there are concerns with the teacher in any capacity, I would work with their supervisor - most likely the principal.
A big missing piece for our school is the training our leadership needs in conducting good observations, evaluating using a rubric (we have a rubric but no consistent rater reliability) and providing good feedback. I guess it is assumed if you have been moved to leadership, you know how to do this.