2045.5.3 : Evaluation of People and Talent
The graduate evaluates faculty and staff performance to create a productive work environment that supports a school’s mission, vision, and values, and adheres to human resource law, policy, and ethical practice.
School principals are responsible for evaluating and supporting faculty and staff performance to create a productive work environment. This work environment should support the school or district’s mission, vision, and beliefs (or values) while also adhering to human resource law, policy, and ethical practice. This task will give you the opportunity to demonstrate competency in performing a classroom observation and using your observations to create a professional growth plan (PGP).
In this task, you will act as West Oak Cove’s principal to conduct a classroom observation using the attached “Classroom Observation Form” and one of the videos from the “List of Classroom Observations” attachment. Then you will use the results from the classroom observation to draft a professional growth plan. This plan is designed to help the teacher improve instructional practice and better align to the mission, vision, and beliefs, which are as follows:
Mission
At West Oak Cove, we prepare all students to prosper in a rapidly changing and diverse world. In addition to rigorous academics, our students are taught to value diversity, use critical thinking for solving real-world problems, and develop a growth mindset.
Vision
Our vision is to be a model of progressive education by incorporating new and evolving evidence-based pedagogical practices that support our students’ innate curiosity, compassion, and courage.
Beliefs
• Education is learning how to learn.
• All students are capable of learning when a growth mindset is reinforced.
• Diversity makes a community strong.
• Everyone is deserving of kindness.
• Integrity is the foundation of academic excellence.
Your submission must be your original work. No more than a combined total of 30% of a submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Using the attached “Classroom Observation Form,” conduct a classroom observation of a recorded lesson in the “List of Classroom Observations” attachment.
B. Using the attached “Teacher Professional Growth Plan,” create a professional growth plan with two areas for professional growth that aligns to the mission, vision, and beliefs. The professional growth plan must be designed to help the teacher improve an aspect noted from the classroom observation.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
|
NOT EVIDENT The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics. |
APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
|
NOT EVIDENT An observation form is not provided. |
APPROACHING COMPETENCE The observation form does not identify which video from the “List of Classroom Observations” attachment was used or does not indicate that a full instructional lesson was observed. Or the evidence for 1 or more rating categories is not based on an example from the video or corresponding commentary or instructional materials. |
COMPETENT The observation form identifies which video from the “List of Classroom Observations” attachment was used, indicates that a full instructional lesson was observed, and provides evidence for each rating category that is based on examples from the video or corresponding commentary or instructional materials. |
|
NOT EVIDENT 2 target areas for professional growth and a rationale for each area are not provided. |
APPROACHING COMPETENCE 1 or more target areas or rationales do not align with the scenario. Or 1 or more rationales do not align with their corresponding target area or do not provide a logical basis for selection. |
COMPETENT Each target area and rationale aligns with the scenario. Each rationale aligns with its corresponding target area and provides a logical basis for selection. |
|
NOT EVIDENT 2 professional growth goals and a growth activity for each goal are not provided. |
APPROACHING COMPETENCE 1 or more professional growth goals do not align with their corresponding target area or rationale or do not adhere to SMART criteria. Or 1 or more professional learning activities do not align with their corresponding goal. |
COMPETENT Each professional growth goal aligns with its corresponding target area and rationale and adheres to SMART criteria. Each professional learning activity aligns with its corresponding goal. |
|
NOT EVIDENT 2 methods for documenting goal progress and 2 methods for goal attainment are not provided. |
APPROACHING COMPETENCE 1 or more methods for documenting goal progress or goal attainment do not align with their corresponding goal or activity or would not provide evidence of progress or attainment. |
COMPETENT Each method for documenting goal progress and goal attainment aligns with its corresponding goal and activity and would provide evidence of progress and attainment. |
|
NOT EVIDENT An explanation of how the professional growth plan addresses teacher improvement is not provided. |
APPROACHING COMPETENCE The explanation does not identify an aspect noted from the classroom observation or does not make a logical argument for how the professional growth plan helps the teacher improve the aspect. |
COMPETENT The explanation identifies an aspect noted from the classroom observation and makes a logical argument for how the professional growth plan helps the teacher improve the aspect. |
|
NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. |
APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate. |
COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. |
|
NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT The candidate provides an adequate response. |