Competency 3: Curriculum, Instruction, and

Supervision
Related Task:
4.3

Knowledge of a variety of instructional methods and skills.

Specific Task:
4.3.6

Conduct at least one clinical supervision cycle including pre-observation, classroom

observation(s) and post-observation session with teacher.

Smart Goal:
Conduct an evaluation of a non-tenured educator at Waldon Middle School by
March 13th using Lake Orion Community Schools evaluation tool, the
Danielson Model.

Narrative Description of Specific Task:

I began work on this task by having a conversation with my principal
regarding district forms on tenured and non-tenured evaluations. After
familiarizing myself with the different forms I worked with my principal to
identify a date where he and I could observe, in this case, a non-tenured
teacher.
Once the date and time was set I began working on understanding the
evaluation tool that is used throughout Lake Orion Community Schools,
which is the Charlotte Danielson model. Conversations with my principal then
ensued about what to look for in the pre and post-observation meeting, as
well as what to look for during the actual observation. Reading the Danielson
book and the Evaluation Instrument itself allowed me to grasp the meaning
of each domain before beginning the process.
Following the pre-observation meeting I accompanied my principal to
observe a non-tenured Eighth grade U.S. History teacher. During the
observation I wrote notes on what I was seeing in the appropriate domain
that would allow me to make an objective decision on how to rank the
teacher within each domain.
Following the observation I conducted the post-observation meeting as well
as an informal conversation revolving around how she viewed the evaluation
process. The post-observation meeting went how I predicted. The teacher

and I discussed her reflection and I shared my notes on each domain with
the teacher.

Reflection:
Going through the evaluation process as an administrator has allowed me to
gain a greater appreciation of its significance. It is both significant in its
influence on the success of the building and the strain that it places on the
staff members being evaluated. As a result evaluations being critical on
many levels I believe it is necessary to accept its seriousness and prepare for
it through focused and repeated professional development.
Possibly the resource that is most indicative to building performance is
instruction by effective educators. As a result it has become clear to me that
the evaluation process is not simply a method by which to identify ineffective
teachers, but instead help all teachers become more effective. However, the
evaluation tool or process cannot be used in to increase effectiveness if it is
a matter of subjectivity by the administrators and staff.
I also realized that evaluations are critical to the livelihood of many
individuals. The educators and the students they are educating are directly
dependent on the evaluation process. It also seems that with so much weight
on the process there can be a level of avoidance present.
Going forward I now have a desire to address subjectivity, building
achievement, educator, and student effectiveness through placing a
concentrated focus on the evaluation tool that is used. Analyzing the
evaluation tool, the process from the side of an educator, and from the
perspective of an evaluating administrator I truly believe that there are
nearly limitless possibilities if constant and consistent focus is placed on the
process.