The benefits of any evaluation framework are the very same benefits of a PLC focused on
student learning and improving practice.
The CAR provides the framework for structured professional conversation that is driven by
student learning needs.
Benefits of a framework for teaching:
common language development of shared understandings
self-assessment of and reflection on practice Structured professional conversation
collective responsibility for student success and
improved practice and student growth.
An educator evaluation framework provides the reflection piece that challenges us, as
educators, to continuously improve our work, as we receive and act on feedback.
The work of the PLC provides the context to discuss the indicators within a teacher or
principal framework.
This is not only part of the evaluation process, but also part of the professional learning
process for ensuring student learning.
These conversations about teacher and leader practice and student learning should occur
every day with both teachers and leaders as learning partners in those conversations.
Of course, there are compliance issues that must be satisfied.
However, we need to have a district-wide “Growth Mindset Culture” that moves us to long-term
success by building educator-instructional expertise.
Teachers and leaders contribute to this culture by being receptive and taking collective responsibility
for everyone’s professional growth.
To achieve genuine growth, we must
look at the evaluation system as part of your school/district culture,
transition the culture to focus on continuous improvement, and
improve the quality of focused and sustained adult conversations regarding teaching, learning
and ongoing assessment
As Carol Dweck, author of Mindset, reiterates, "Teachers and Principals both bear responsibility
for creating the growth mindset through their educator evaluation model.
In many schools we continue to operate with a fixed mindset.
We would, however, accomplish more with a growth mindset in which collaboration, innovation,
and supportive conditions are the norm.
This growth mindset propels educators to achieve their goals for student success and improved
practice.”
Creating the Growth Mindset
Teacher teams design coherent instruction and effectively address appropriate curriculum
standards.
Teachers as individuals and teams demonstrate professionalism and serve as contributing
members of the school’s PLC through a collaboration with teaching colleagues.
The principal supports teacher teams to cooperatively plan curriculum units following a common format
and the principal orchestrates regular teacher team meetings as the prime focus of professional
learning.
The evaluation model provides us with a common framework for practice.
It does not provide us with a common language for implementation.
A common language for implementation can be accomplished if a context for teachers and
leaders is provided directly connected to their practice and informed through the growth
mindset.
All conversations focused on promoting the growth mindset, formal and informal, must
reflect the core values and goals of the school.
It is important to create a culture where conversations do not just happen formally
with administrators through the evaluation process, but also occur informally between
colleagues, with coaches and mentors, with non-classroom staff members, and with other
educators.
All professional conversations should:
build shared knowledge through learning when solving complex problems;
engage people intellectually and emotionally;
incorporate the school’s values and communicate them as expected behaviors;
maintain a focus on the issues in the conversation;
and move quickly to action.