1. In your post your wrote, “I am always curious about the use of this framework later in a teacher’s career.” I can say that in Red Deer Public the Principal Quality Practice Guidelines are highly infused with our administrators’ professional growth plans. In September all administrators (Central Office and School-Based administrators) review the guidelines (CASS members refer to the CASS Practice Standard) and rate each area on a scale from not confident to very confident. Then, they identify one or two areas of lower confidence to form their respective growth goals for the year.

    Each month a team visits each school to have a conversation about each administrator’s individual progress towards their growth goals. Our Central Office staff do the same. This conversation provides a bit of accountability to the process as we share what we have done in the area of our growth goals, as well as share what we will be doing in the coming month to continue the growth.

    This process has been so successful that some of our admin teams will be utilizing the same model with their teachers in the upcoming year; for teachers the TQS will be used to form the growth goals.

    One of our VPs has shared her experience on her blog. If you are interested you can read about her growth goals here:


  2. twitter_ChristinaMLuce

    This post really hit home, and as a matter of fact I’m working on my own that shares a similar sentiment, though on a slightly different topic. It is really easy to play the blame game, to point out deficiencies in the logic or actions of others, but it is a whole lot more difficult to provide viable solutions. This seems to result in a lot of circular discussions. I’m just as guilty as the next person. But in the past 12 months I have come to the conclusion that I can belly ache about the things that I seemingly can’t change or take control of the things that I can at this moment. I believe that the small, incremental changes that I implement, my attitude, motivation and engagement in these causes will help lead to changes in what seems insurmountable right now.

    We are in this together. Principals, teachers, district administrators. In NYS we have an evaluation system that relies on HST scores, locally determined assessments and evaluations of practice that are tied to the Danielson rubric. The system is flawed to be sure. To measure a teacher or student based on a single snap shot of their performance is ridiculous, HST has no place in the evaluation of teachers or students (in my opinion). Observations, professional portfolios, demonstration of an adherence to professional standards, and goal setting should equally play a part in evaluations. Regular feedback is needed throughout the process. Kudos to the principal in my building. Each month she has an individual meeting with every teacher (15 mins), and once every month with every grade-level team (20-30 mins). These regular meetings provide us with an opportunity to share what is working, struggles we are having, and a chance to ask questions.

    Many of these mandates are thrust upon us by individuals outside our profession. As a profession we need to demonstrate that we have a viable alternatives and advocate for their use unceasingly.

  3. If teaching is a profession and teachers are professionals then it seems to me we should be holding one another to professional standards and participating in evaluating each other. Unfortunately, most schools have teachers’ time filled with so many duties and responsibilities that teachers barely have time to reflect on their own practice much less evaluate others and help others grow and develop. Principals and other administrators should be a part of the process, too, but I think we teachers should take ownership of and the lion’s share of the responsibility for the professionalism of our field–not the outsiders and reformers who have never and never would do the profession that I have chosen and that I love.

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