Q: Why did you decide to join as a pilot LEA?
Jason Cameron, Seaford School District: We knew the whole state was going to the new evaluation in 2022-22 and felt by being in the pilot we would have a ‘seat at the table’ and more support from RBT with fewer schools as opposed to next year when everyone is in it.
Q: What are you most excited about?
Amanda Wroten, Indian River School District: I am most excited about implementing a coaching model that is focused on student learning. This structure will help to support building the relationship that is needed for a coaching model to be successful.
Kathy Devine, DSCYF: DSCYF Education Unit is extremely excited to implement the new teacher evaluation system pilot. This learning-focused system supports building a growth mindset for all educators and students. One such instructional choice that supports this mindset is developing a clear set of “Criteria for Success”. Our team believes implementing this component will allow our students to display ownership of their learning and achieve tremendous growth. DSCYF teachers have been trained on developing criteria for success and worked over the summer to add this procedure to all approved lessons.
Teachers met in content area PLCs twice a week to complete this work. Not only did they develop Criteria for success for each lesson but aligned and adjusted current objectives. Both administrators and teachers are eager to assess student outcomes and reap the benefits this new system will afford.
Q: After engaging in four days of training with our partners at Research for Better Teaching, what is one new learning that you would like to share?
Michael Saylor, DDOE: The training challenged my thinking about the role of leadership in a growth-oriented system. The PD walks leaders through the strands of instructional leadership – knowledge about teaching, data about teaching and learning, effective communication, high expectations for adults, and most importantly, increased student achievement.
Zulieka Jarmon-Horsey, Seaford School District: It provided a deeper understanding the “why” of this work. It provided context and resource to support teachers as the facilitators of learning within their classrooms.
