The most common questions we are receiving right now are about the Peer Evaluator positions.
Our plan currently includes 30 full time Peer Evaluators and they would be TOSA's. They would be chosen by an interview team of five AHEM members and five administrators. We plan to choose proportionate numbers of evaluators to cover as many different kinds of assignments as possible (for instance, if 1/3 of the participants are elementary teachers, we'd want about ten of the evaluators to be elementary teachers). They could serve in that role for up to three years, and then would be able to return to the same site they left.
We see them as starting off the year with staff development and working on being consistent with evaluations. Then, they'd set up meetings and observations, conduct those observations, and make recommendations. Here are the specifics from our application:
Description
Peer Evaluators will demonstrate and maintain a distinguished level of knowledge, expertise and experience in evidence-based instructional strategies to ensure fair and valid evaluation of teacher performance as well as appropriate and meaningful intervention support and feedback. These individuals will also maintain a distinguished level of expertise in conducting fair and valid formative and summative evaluations and facilitating meaningful pre and post-observation conferencing designed to enhance instructional practice. In order to attain this level of performance, all Peer Evaluators will participate in all appropriate and necessary training and staff development activities.
Peer Evaluators will work collaboratively and professionally with teacher participants to define and measure appropriate growth area targets and participate in analysis of student achievement data with teacher participants and peer of choice evaluators. They will maintain a distinguished level of expertise regarding intervention options designed to support teachers in meeting established standards and, working with building administration, coaches, Professional Learning Community Coordinators and teaching and learning specialists, design individualized, strategic intervention plans.
Qualifications:
• Licensed Educator
• Master’s Degree required
• Three years experience in the district preferred
• Continuing contract status required (Exception: ABE/ECFE teachers)
• A minimum of seven years experience in education
• Distinguished or proficient performance
• Experienced in building and/or district continuous improvement efforts
• Knowledgeable and experienced and with the broad spectrum of programs and curriculum offered E-12 students
• Excellent communication skills, both written and oral
• Strong interpersonal skills
• Understanding of current research on best practice(s) related to teaching, learning, and leadership
• Proven experience in motivating colleagues to maximize their potential
• Excellent facilitation and presentation skills
• Demonstrated ability to collect, analyze and communicate valid and reliable data
• Understanding of technology and its applications in education
• Knowledge of continuous improvement and proficient in planning and organizing
• Basic knowledge and understanding of the Anoka-Hennepin alternative compensation system
• Demonstrated leadership skills and recognized by peers as a teacher-leader
• Ability to demonstrate excellent attendance
• Ability to manage workload and meet deadlines independently
Responsibilites:
• Conduct teacher summative and formative and summative teacher evaluations to determine participant performance level regarding Q-Comp appraisal standards
• Conduct pre- and post-observation conferences with teacher participants and peer of choice observers including a review of student achievement data and school achievement data
• Work collaboratively and professionally with teacher participants to define and measure appropriate growth area targets
• Work collaboratively with teachers, Instructional Coaches, Professional Learning Community Coordinators and administrative staff to develop intervention options designed to support teachers in meeting established standards
• Work with building-level administration, coaches and PLCCs to design individualized, strategic intervention plans
• Conduct redos of summative evaluations following implementation of intervention plans.
• Maintain a distinguished level of expertise in conducting fair and valid formative and summative evaluations and facilitating meaningful pre and post-observation conferencing designed to enhance instructional practice
• Maintain a distinguished level of expertise regarding intervention options designed to support teachers in meeting established standards
• Demonstrate and maintain a distinguished level of knowledge, expertise and experience in evidence-based instructional strategies to ensure fair and valid evaluation of teacher performance as well as appropriate and meaningful support and feedback
• Collect and maintain valid and reliable data regarding teacher performance
• Participate in rigorous professional development activities to maintain a distinguished level of professionalism and skill in evaluating teacher performance
• Complete and file required documentation in a timely manner
