- Oriented toward teacher development
- Focused on frequent feedback & collaboration - Both formal and informal
- Valuable in gaining a clear understanding of teacher performance levels
- Used to provide individualized support (Professional Development)
- Practical and fair
Evaluation system drives teacher development which drives student achievement
Value of Mini-Observations
- Shared definition of evaluation standards – Rubrics should be reviewed in-depth
during in-service week. Indicators should be discussed in-depth through small group
discussion with reporting out and follow up with large group.
- Principals see everyday teaching in action
- Principals give prompt, meaningful feedback- Administrators must be willing to have
difficult conversations to be effective.
- Teachers and evaluators discuss feedback - Establishing open 2-way dialogue is invaluable
in gaining more insight regarding delivery of instruction and establishing a trusting,
- Teachers refine their classroom practice
- Teachers take ownership for continuous professional growth
- End result - student achievement grows
There are Three Components to Each Mini-Observation
- Classroom Observation
Self Assessment and Summative Rubrics
- Six domains with 10 indicators apiece – All are weighted evenly.
- All 60 scored to complete summative assessment - To be scored for the Summative,
not individual mini-observations.
- Indicators guide professional growth – Administrators can see patterns for your
most critical PD needs as well as areas of strength.
- Use for initial self-assessment - Begin the year by reviewing available teacher-student
data (last year’s TVAAS, last evaluation, etc.).
- Indicators become internalized models of effective instruction - Incorporate them
into everyday language at school whenever possible.
- Standards are high - few are expected to score “highly effective” initially
- 4 level rating scale provides a clear division between the top 2 levels and the