Educator Development and Support: Teachers/Non-Classroom Teachers/School Leaders

  • Michele Parsons

    Teaching and Learning Coordinator

    (Teachers and Coordinators/Coaches)
    Intitial Planning Sheet
    Formal Observation
    Growth Plan Visit
    Final Evaluation Report
    Every Basis
    Evidence Collection
    Mid Year Reflection/Activities
    Formative Conference and Formative Rating
    End of Year Reflection
    Final Evaluation and End-of-Year Conference


The Initial Planning Sheet for most teachers and non-classroom teachers is due 9/21/18.  Early Education teachers must turn in their IPS by 8/10/18.


Administrators' must submit their Initial Growth Plan depending on their basis:  A Basis is due 8/3/18, E Basis is due 8/24/18 and B Basis is due 8/30/18.

The Initial Planning Sheet template is available to teachers and non-classroom teachers under the Primary Activities tab of their evaluation plan.

The Growth Plan Visit must be completed by March 15, 2019.

The Formal Observation must be completed by February 15, 2019 for most teachers, but the deadline is February 8, 2019 for Early Education teachers.

All the supporting  materials for the Formal Observation will be found uner the Primary Activities tab of the teachers's evaluation page on MyPGS.  Open the section titled, "Formal Observation (Required)" to locate the Lesson Design, optional Teacher Reflection, Observation Notes, Ratings, etc.

The Growth Plan visit gives the administrator the opportunity to observe a portion of a lesson and provide feedback related to the Instructional Growth Objective, as well as other aspects of teaching.  There is no formal conference required for this observation, and the teacher is not rated on the Focus Elements for this observation.  The visit may be scheduled or unscheduled.

The Formal Observation is an opportunity for the administrator to obesrve an entire lesson.  This observation is always scheduled, and prior to the observation, the teacher should provide the administrator with a copy of the lesson plan for the day of the observation.  The adminstrator and teacher will meet prior to the lesson to discuss the plan, and will have a second conference following the lessson observation to discuss the observer's notes, applicable student work, next steps, etc.  The administrator will provide a rating on each of the 7 Focus Elements for this lesson, basd on the evidence collected during the formal observation process.

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  • EDS Expands for 2018-19

    The EDS evaluation process for teachers will expand for 2018-19 to include addtional teacher groups for the upcoming school year.  Adult and Career Education teachers, as well as Teacher Librarians, will be evaluated using the Educator Development and Support:  Teachers (EDST) process.   EDSNCT (Non-Classroom Teachers) will continue to expand to include deans and various non-school, non-classroom teachers (i.e., Restorative Justice Teacher Advisor, A-G Advisor, etc.) 

    Please be sure to review the support materials on the Resources page of the MyPGS website, or feel free to contact Michele Parsons, Teaching and Learning Coordinator, for assistance.


    2018-19 Focus Elements

     EDST Placemat

    EDSNCT Placemat

    EDSSL Placemat

  • 2018-19 EDS TIMELINES

    The EDS Combined Timeline table below details each of the different EDS processes for the 2018-19 school year.  Required steps in each process are in bold red font.


    2018-19 EDS Combined Timeline



     What's Happening In EDS?

  • The Growth Plan Visit

    Posted by MICHELE PARSONS on 11/29/2017


    The Growth Plan Visit provides an opportunity for reflection on the objectives set by the teacher in the Initial Planning Sheet.  For this observation, the administrator should review the teacher's IPS before visiting the classroom, paying particular attention to the Instructional Growth Objective written by the teacher.  While the Growth Plan Visit is an informal observation, and does not have to be announced in advance, it provides the administrator an opportunity to look for the strategies described by the teacher on the IPS and provide feedback on observed practice related to those strategies.


    Unlike the Formal Observation process, for this observation the teacher and administrator will not meet in advance, and although evidence of planning is always a requirement for a teacher, no formal lesson plan needs to be submitted.  The administrator will observe in the classroom, collecting evidence of what is seen and heard, then will upload the observation notes to the MyPGS platform under the Growth Plan Visit container.  These notes will be accompanied by any comments and feedback the administrator may offer, but the observation will not receive a formal rating of each focus element, nor is a post-conference required.


    Don't forget that the teacher can also invite the administrator to observe a lesson, or a portion of a lesson.  This is a great way for a teacher to get targeted feedback on a new or revised strategy they may be trying with their students in a low-risk setting.


    Comments (-1)
  • Formal Observations

    Posted by MICHELE PARSONS on 10/3/2017

    Formal Observation

    The Formal Observation provides an administrator the opportunity to observe a teacher and provide feedback and ratings around 7 Focus Elements, based on the expectations for effective teaching provided in the Teaching and Learning Framework.  Three of these focus elements are selected by the District, and all teachers will be evaluated on these three elements.  The teacher will self-select 3 additional elements, and finally, the administrator and teacher will cooperatively select one final element, for a total of 7.  These elements are taken from the list of 15 Focus Elements identified in the Teaching and Learning Framework.

    For a classroom teacher, the formal observation will take place during a lesson that the teacher is teaching.  The administrator and teacher will agree on a date and time for the visit in advance.  As a part of this process, the administrator will meet with the teacher a day or two prior to the lesson to review the teacher's plan and discuss the anticipated lesson.  On the day of the observation, the administrator will arrive at the agreed upon time to observe a full class lesson.  During this observation, the administrator will script what the teacher and students say and do, in order to collect objective evidence and provide the teacher with feedback about the lesson.  Following the lesson, within 10 working days, the teacher and administrator will meet to debrief the lesson.  The administrator will then provide a rating, based on the evidence from the observation cycle, for each of the 7 selected focus elements.

    For a NON-classroom teacher (coaches and coordinators) the Formal Observation may look different.  While it is possible that the coach/coordinator may teach a classroom lesson for the formal observation, it's also possible that an alternate activity may be more practical.  Some possibilities include a professional development the coach/coordinator may deliver to staff, a meeting s/he conducts, or some other task that is critical to their job description.  Just as in the case of the classroom teacher, the administrator will meet with the coach/coordinator prior to the observation to discuss the planning, and they will also meet within 10 working days after the observation to debrief.  However, because the evidence collection process is ongoing, the administrator will not assign ratings on the observation until the end of the year.

    Remember, the contractual deadline for both types of Formal Observation is February 16, 2018.

    Comments (-1)
  • Initial Planning Sheets

    Posted by MICHELE PARSONS on 9/8/2017

    The Initial Planning Sheet is a set of long-term goals for the year.  These are over-arching objectives that are intended to provide a direction for the development of strategies and professional growth over time.  These are not lesson objectives that can be accomplished in a single class session or during any one activity, but rather goals to work toward.


    As each objective is developed, you are asked to consider first what it might look like if practice were to improve in that specific area.  For example, if a teacher were to select Element 3c1:  Management of routiines, procedures, and transitions for his Instructional Growth Objective, he might focus on improving classroom practice specifically around transitions.  If transitions were to become more seamless, the teacher might see that he has more instructional time to dedicate to meeting the content standards.  He might also see a more organized environment that lends itself to better classroom management.

    The next step is to consider specific strategies that can be attempted in order to foster improvement.  Strategies are those specific techniques or skills that will be used to help attain the objective.  If we consider the example used above, the teacher would think about specific things he could try in his classroom that would make the transitions happen more smoothly.  One possibility might be the use of a timer.  The teacher might plan to download an electronic timer, or use a manual timer, to give students a finite amount of time to move from one activity to the next.  Another strategy might be to assign students roles that will help to speed transitions--for example, one student might be responsible for getting books or materials for their group, while another is in charge of collecting and handing in homework or assignments.

    After this, you will identify Action Steps.  Action Steps are those things you will do in order to prepare yourself to implement the strategies listed above.  For instance, the teacher who is working on transitions might do an internet search for free online timers he can download or link to.  He might also consider talking to a colleague who has mentioned that she often assigns her students various tasks to expedite activities in the classroom.

    As you develop your objectives for the year, don't be afraid to step outside your comfort zone.  These objectives are not intended to be tests or "gotcha!" moments, but rather to identify areas that will be useful to improve, and offer a plan to help enhance practice.Plan

    Comments (-1)
  • Welcome back to a new year!

    Posted by MICHELE PARSONS on 8/23/2017 11:00:00 AM

    Welcome back!

    It's the start of a new year, and while much has remained the same in the world of Educator Development and Support, there are a few updates I'd like to share.  

    EDST (evaluation for teachers):  This summer, we offered in-person training to over 1,800 teachers to prepare them for the coming year's evaluations.  For teachers who were not able to attend, we have also made a number of resources available that will provide support through each step in the evaluation process, including an overview of EDST, an introduction to the Teaching and Learning Framework, a how-to on the Initial Planning Sheet and the Formal Observation Cycle.  These videos are available on this page (to the right), as well as the MyPGS platform on the "Resources" page.  

    EDSSL (evaluation for administrators):  We continue to offer training to administrators--both for those who are evaluating other administrators, as well as those who are being evaluated themselves.  You can register for these trainings on MyPLN.  

    NEW! EDSNCT (evaluation for non-classroom teachers):  In the past couple of years, we have piloted an EDS evaluation process for non-classroom teachers, and it is going live, District-wide this year.  This process is intended for coaches, coordinators, and other certificated teachers whose daily job is instructional, but does not place them in the classroom for most of the day.  The overall process is very similar to the EDST evaluation, however there are a few differences that help make this work more applicable to the non-classroom teacher's job.  

    Both evaluation processes are grounded in the District’s Teaching and Learning Framework (TLF) and include a series of reflection activities, observations, conferencing opportunities, and goal-setting activities. School-based instructional coaches and coordinators will be rated on seven focus elements to be chosen from a set of 15 focus elements from the District’s TLF (see the EDSNCT placemat above). In addition to an observation, schoolbased instructional coaches and coordinators will have the opportunity to collect evidence and artifacts of their practice to be rated by their evaluator.

    I look forward to supporting you this year in your EDS work!  Please don't hesitate to contact me if you have any questions.

    Comments (-1)
  • The Oasis will return next year! 
    The EDST Oasis!
    Do you need some assistance with your EDST evaluations, or just a quiet space away from phones and questions to get the work done? 
    Join me in the Fall for Drop-In sessions.  This is an open work time for administrators, so come for all, or part, of the session—whatever you need! 

    FALL 2018 DATES

    8:30 a.m. - 4:00 p.m.



    Friday, 9/14/18

    Friday, 9/28/18

    Friday, 10/5/18

    Thursday, 10/18/18

    Friday, 11/9/18

    Friday, 11/30/18

    Thursday, 12/6/18

  • When teachers stop learning, so do students.

    --Jim Knight