- Frederick Douglass: “What to the Slave Is the Fourth of July?” - July 4, 2021
- President Biden Pushes For Teachers To Get Their COVID Vaccine Dose By March - March 2, 2021
- We’re Just People Who Don’t Want To Be Killed! A Student Reflection About Insurrection - January 26, 2021
- Betsy DeVos Resigns: Most Teachers Say Good Riddance - January 8, 2021
- Class Divide in Emergency Learning: A Crisis Overseas - September 10, 2020
- Practicing Self-Care in the Midst of Chaos - August 31, 2020
- Do the Work: Equity Symposium for Teachers - August 23, 2020
- Universities Collaborate on the Biggest Experiment in Higher Ed: Reopening - August 3, 2020
- The Day of Teacher Self-Care is Happening August 1, 2020 - July 21, 2020
- Do the Work: A Conversation Around Anti-Racist Teaching in K-12 Schools - June 14, 2020
3. Identify areas of growth that tie directly back into the tool used for teacher evaluation. Every teacher wants praise for what they do in the classroom, but more importantly most teachers want to know what their areas of growth are.So as you identify areas of growth, be sure to direct but to also be clear. The areas of growth should be directly tied to the tool used for teacher evaluation, but not in a way that is not evaluatory. For example, if you walk into a teacher's room and the classroom environment is not positive then I would look at the professional standards and when addressing it, reference it for clarity. An Instructional Coach's job is to provide support for teachers, not to be their primary evaluator so when referencing it, make sure to offer solutions for the teacher to improve in their area of growth. It may be that you provide teachers with some written resources while other times it may be to have an individual coaching session to offer real time solutions for improvement. There are other times where you want to suggest that teachers attend some outside training for some help.
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