So I posted the other day about the difficult formative eval I had on Friday with my principal. I had Pre-K teacher training Monday and Tuesday of this week and on Wednesday (yesterday, my first day back), the assistant principal came in to do an observation. I had planned over the weekend and the two days of training to implement some new strategi...See MoreSo I posted the other day about the difficult formative eval I had on Friday with my principal. I had Pre-K teacher training Monday and Tuesday of this week and on Wednesday (yesterday, my first day back), the assistant principal came in to do an observation. I had planned over the weekend and the two days of training to implement some new strategies with my students to get their behavior (and my classroom management) back up to snuff, but since she came in during the morning, I hadn't even had time to get the strategies firmly established. Later in the day yesterday I got an e-mail from the AP to come see her, and she reviewed with me what she saw. Keep in mind these are Pre-K students. She said there was too much shouting out to give answers, not enough hand-raising, and one student (who has never done this before) flat refused to sit on his spot, wanting instead to sit NEXT to his spot. My assistant tried to get him to comply, but he shook his head and absolutely refused for whatever reason. I didn't know if I should try to intervene or keep the lesson going, and the AP got up and made him sit in a chair, so I kept going. She and I talked about what needed to be done and I told her I had already been looking for ideas and had found some good things to try.
Imagine my surprise when I checked my school e-mail before leaving home this morning and "A TKES Walkthrough has been shared" popped up in my inbox. She gave me a Level 1 (the worst) for Positive Learning Environment. I went to the comments section and listed everything I have listed in this post about how I had been absent and had not had a good chance to begin to implement the new strategies.
All my other evaluations have been "proficient" in all areas. I have been evaluated 3 times on Positive Learning Environment," including this Walkthrough. How bad would this one bad Walkthrough make my score or make me look? The principal is coming back into my class next Tuesday for a do-over on my second formative assessment. She doesn't seem as strict about my four-year-olds sitting quietly on the carpet (they ARE four, after all) as the AP, and says she knows I can do this based on what she has seen from me before. The problem with Friday was one bad day (well, not even one WHOLE bad day, just one bad part of a day). Thoughts?
On 3/26/15, CymryGirl wrote: > So I posted the other day about the difficult formative > eval I had on Friday with my principal. I had Pre-K > teacher training Monday and Tuesday of this week and on > Wednesday (yesterday, my first day back), the assistant > principal came in to do an observation. I had planned > over the weekend and the two days of training to > implement some new strategies with my students to get > their behavior (and my classroom management) back up to > snuff, but since she came in during the morning, I hadn't > even had time to get the strategies firmly established. > Later in the day yesterday I got an e-mail from the AP to > come see her, and she reviewed with me what she saw. > Keep in mind these are Pre-K students. She said there > was too much shouting out to give answers, not enough > hand-raising, and one student (who has never done this > before) flat refused to sit on his spot, wanting instead > to sit NEXT to his spot. My assistant tried to get him > to comply, but he shook his head and absolutely refused > for whatever reason. I didn't know if I should try to > intervene or keep the lesson going, and the AP got up and > made him sit in a chair, so I kept going. She and I > talked about what needed to be done and I told her I had > already been looking for ideas and had found some good > things to try. > > Imagine my surprise when I checked my school e-mail > before leaving home this morning and "A TKES Walkthrough > has been shared" popped up in my inbox. She gave me a > Level 1 (the worst) for Positive Learning Environment. I > went to the comments section and listed everything I have > listed in this post about how I had been absent and had > not had a good chance to begin to implement the new > strategies. > > All my other evaluations have been "proficient" in all > areas. I have been evaluated 3 times on Positive > Learning Environment," including this Walkthrough. How > bad would this one bad Walkthrough make my score or make > me look? The principal is coming back into my class next > Tuesday for a do-over on my second formative assessment. > She doesn't seem as strict about my four-year-olds > sitting quietly on the carpet (they ARE four, after all) > as the AP, and says she knows I can do this based on what > she has seen from me before. The problem with Friday was > one bad day (well, not even one WHOLE bad day, just one > bad part of a day). Thoughts?
bevOn 1/03/14, Debra Johnson wrote: > Is there anyone in Georgia that is currently in a study > group for the ECE GACE TESTS 001/002? I need help! How did you do on the test.
Yes, if the teacher was inside the interview process. If the teacher was on an interview committee, it is extremely unprofessional. If on the other hand, the teacher bumped into you walking into a building to interview and mentioned it to a friend who works with you, that could happen unless you mentioned upon meeting that you would prefer to keep it confidential...and even then, some people are gossips. I make sure to keep secrets like that because some people would rather it not be known that they are looking on the side.
I have been invited for two interviews at the Gwinnett County educator job fair for this Saturday. I've never been to a job fair where they actually schedule interview times, so I was kind of wondering what to expect. I'm a sped teacher with three years' experience. I am moving from Houston County in Warner Robins. Thanks! I kind of want to know the setup more than the questions to be asked.
I teach Pre-K in a school system in Georgia. This is my 9th year with this system, and I have always taught Pre-K except for one year with kindergarten. That year was the first year with the principal we have now, and she attempted to non-renew me then, but with help from PAGE I was "invited" back to teach Pre-K again, at a different scho...See MoreI teach Pre-K in a school system in Georgia. This is my 9th year with this system, and I have always taught Pre-K except for one year with kindergarten. That year was the first year with the principal we have now, and she attempted to non-renew me then, but with help from PAGE I was "invited" back to teach Pre-K again, at a different school in the same system. Last year, they moved all the Pre-K classrooms back to my original school (they had been located at the various schools in the district before), so I was a bit anxious about working for this principal again. She does not seem to understand the concept of Pre-K sometimes and she had a problem with how loud and boisterous my classroom sometimes was. I have taught Pre-K for almost 15 years total, and I can tell you that sometimes (especially around Center Time) that 4-and-5-year-olds can get very boisterous in a very short time. She put me on a PDP in the Fall of last year, which I completed (and which was never signed for the last time because we never had the final meeting). This year, she has pretty much "left me alone" and given me good Walkthroughs and a good first Formative Assessment. Of course, for that one, the kids were all sitting quietly on the carpet listening to me do Large Group. This second time there was no time slot for when I do Large Group, so I opted instead for Small Group, which follows right after. She was late due to a "crisis." Had she been on time she would have seen an orderly transition to Small Group. The transition back to the carpet AFTER Small Group, however, was more chaotic and she told me to "count." I counted from 5 to 1, and they began to settle down. My mind was so preoccupied by her being in there with the kids up I "lost myself" there for a minute. After I got home on Friday she sent me an email that she could not get an "accurate view of what I know you can do as a veteran Pre-K teacher," that I was "too loud" and so were the kids, and that my room was so out-of-control it became "unsafe." She is planning on her or the assistant principal to come in sometime next week for an "extended observation." Our younger son (17) was diagnosed with Hodgkins lymphoma back in February and his hospital homebound teacher (different school district than mine) told me that administrators "have" to have a certain number of teachers on PDP's. I am beginning to wonder if she is going to do that to me again. Naturally, my brain immediately went to "oh, lordy, she's going to fire me." Can she do that, seeing this is my 9th year with the same district? I panic when something like this happens. Anyone have any advice?
TOn 1/16/15, Luvlee wrote: > Are they getting rid of pay raises for advanced degrees? No. But you have to have a degree in the field you're in. For example, if you want a leadership degree, you have to be an assistant principal to get paid with the advanced leadership degree.
On 3/09/15, T wrote: > On 1/16/15, Luvlee wrote: >> Are they getting rid of pay raises for advanced degrees? > No. But you have to have a degree in the field you're in. For > example, if you want a leadership degree, you have to be an > assistant principal to get paid with the advanced leadership > degree.