Feedback and Coaching. Where the Employer conducts a formal evaluation of a Teacher's job performance, including performance evaluations and classroom observations, and that formal evaluation may be relied upon by the Employer in the future, the Teacher shall be provided with a copy of that evaluation and additional feedback as appropriate. If necessary, every effort shall be made to provide a Teacher with coaching with the goal of helping that Teacher improve their performance and/or continue their professional development.
Feedback and Coaching. The principal will be in classrooms daily, conducting informal walk-throughs and more extensive observations. The walk-throughs will provide glimpses of instruction over time, while the more extensive observations will enable the principal to understand how full lessons unfold. Regularly scheduled check-ins with each individual teacher will allow for debriefing and coaching. In the third year of school operations, each school will add an assistant principal with whom the principal will partner in observing classrooms and providing feedback. The principal will work with instructional leaders (assistant principal when hired and reading specialists as appropriate) to determine when individual teachers would benefit from targeted instructional coaching. Data analysis The principal will monitor student outcomes through both state standardized assessments and the formative assessments detailed in Section A.9: Assessments and Intervention. Through the analysis of student performance data, the principal will determine the effectiveness of the instruction provided. These results will guide the monitoring and support that the principal provides to the teacher. The trends inform the lessons the principal selects to observe, the reflection questions asked, the focus of feedback provided, and the type of professional- development support offered. Whole-child meetings Whole-child meetings will occur three times per year. A member of the school administration, in conjunction with grade-level faculty, will participate in these meetings at each grade level. For example, the principal may partner with a Kindergarten teacher, along with a reading specialist. The meetings will include discussions of each child in the teacher’s class and prioritize gathering actionable information on the child’s progress along with maximizing staff time. This meeting is a key source of information not only about the progress of each student but also about the teacher’s development, the success of the instruction provided, and the teacher’s reflections on his or her efficacy in addressing students’ needs. Lesson-plan review Teachers will submit weekly lesson plans electronically and post them to an online file-sharing resource such as Dropbox or Google Drive. The weekly schedule of lessons is shared with colleagues in addition to the principal. This system will facilitate the potential for mixed groups, consistency across classrooms, and coplanning, as well as connections between classroom and ...
