14 online self-paced sessions

Beginning August 1, 2019 and July 31, 2020.
ENROLLMENT IS OPEN UNTIL MAY 1, 2020.

Districts paying for registrations via PO# Click Here

College Credit Option: Once you have logged-in you will have the opportunity to register for 3 graduate credits through Fitchburg State University at a total additional cost of $295.

PDP Certificates: Upon completion participants will receive a PDP certificate for 37.5 PDPs.

Materials included in the Teacher and School Clinical Staff Observation (short and long), Multiple Data Sources Analysis, Teacher Interviews/Conferences, Rating and Documenting Performance Course:

1. William Ribas, Ph.D. and Carol Ann Gregory, M.Ed., Supervision and Evaluation of Teachers, School Clinicians, and Administrators, (2019).
2. William Ribas, Ph.D., Deborah A. Brady, Ph.D., Jalene Tamerat, M.A.T., Ed.M., Jennifer Antos Deane Ph.D., Colleen Billings M.A.T., and Victoria Greer Ph.D., Instructional Practices That Maximize Student Achievement: For Teachers by Teachers, (2017).
3. Handout packet.

Course Overveiw:

This program was developed to include all the components of evaluator training recommended by the MA Department of Elementary and Secondary Education and the RI and NH Departments of Education.

These skills are taught for evaluating both teachers and school clinical staff such as guidance counselors, psychologists, nurses, O.T.s, and P.T.s. Discussions, in-class exercises including role-play in supervisory situations, case studies and practical experience through critiquing actual videotaped classroom lessons, and teacher interviewing will be an integral part of this course. Evaluators will apply what is learned with the educators they observe and receive real time coaching. The materials used in this course are the most current on the market.

By the conclusion of the program the supervisor/evaluator will be able to:

1. Explain why educator evaluation is an essential component of educator professional development designed to improve student achievement.
2. Use common evaluator terminology across the district for communicating with teachers, school clinical staff, and other evaluators.
3. Gather the data needed to make objective and consistent (inter-rater reliability) judgments about a teacher's performance during short and long observations.
4. Gather multiple sources of data (including student assessment data) other than classroom and clinical setting observation to assess teacher and school clinical staff performance.
5. Make objective and calibrated (with inter-rater reliability within and across schools) judgments supported by evidence.
6. Convert that data into standard, judgment, evidence, impact statement, and recommendation (S.J.E.I.R.) observation write-ups.
7. Document and communicate with educators judgments about their performance using the district’s contracted evaluation forms.
8. Use the online paragraph bank to increase inter-rater reliability and save time when documenting educator performance.
9. Use the connection document of observable behaviors and educator performance rubrics to identify the specific observable behaviors related to all four standards.
10. Describe the competencies a teacher needs for the effective implementation of the district educator evaluation system.
11. Plan and execute effective evaluation conferences/interviews that both gather evidence and provide clear and succinct performance feedback.
12. Save evaluators time by using the Ribas Associates online resources that include paragraphs banks, SMART Goals, and sample teacher plans.