What Went Well

Common Language
-Strong common language in the building
-Liked using language from the rubric and sharing with teachers how to align the feedback they
were being given.
-Having rubrics for the variety of teachers to be observed.
-Danielson provided look fors
-A suggestion to make the language be consistent between Danielson book, the online versions,
and our online appraisal. A specific example is the basic level indicated in the book vs.
developing with the online appraisal and rubric.
-Laying out calendar at the beginning of the year communicating with teachers
-Working side by side with principal and AA
Collegial Team Meetings
-Liked collegial team meetings.
-Want to continue with collegial group same group
-We loved our team meeting regularly to discuss
-This is a learning process. I have learned from the process as well as from collegial
discussions
-Meeting with collegial group 4 times
-Small collegial meetings (especially admin from other buildings) were helpful. Would have like
to have those more frequently whether individually or through other meetings if possible,
although, again it was challenging to schedule more on top of everything else. They were
helpful, though, to know what others were doing for ideas to improve or help the process be
more effective
-The DLL collegial team meetings to discuss the various aspects of the TDE process were also
very helpful.
-I liked having the collegial groups, though we didnt meet often. I liked the examples given of
how admin record their notes.
Learned for Next Year
-Must set observation deadline for us to have time for summative
-Learned a lot to implement next year
-3 formals are a lot. Next year, would combine summative with 3rd observation.
-I am pleased we have this process in place. As with many things I will grow from this years
experiences and will be better next year. The teachers I worked with this year were volunteers
and that was helpful in most ways. They were forgiving of my learning along the way. I have
many improvements for myself for next year and am looking forward to implementing them
betterfrom timelines to our discussions to more timely feedback following observations.
-I need to continue to work on my summary statements. I think I was spending too much time
writing the reports.

Conversations
-Felt good about the conversations we had.
-Great conversations with staff
-Conversations with teacher (planning and post) a summative
-Specific feedback for teachers
-Teacher pre/post reflection
-Reflecting with teachers
-The conversations went well!
-Feel like I have a better feel on whats happening in the school
-Conversations built capacity!
-Good conversations with teachers, most felt (veterans) that is was good work appreciated
being observed
-Loved conversations with teachers
-Teachers had an opportunity to share directly with their administrators
-Conversations with individual staff/teachers
-Teachers that were reflective didnt need a lot of questioning
-Danielson: Conversations with paraphrasing was effective. The teachers who are genuinely
reflective this was most effective with those teachers
-Great conversations with teachers about teaching and learning
-Thought the process was needed. Good for teachers and administrators to get together to
discuss teaching practices.
-The conversations with teachers were the most valuable part of this process.
-I thought the process provided an opportunity to engage in discussions with teachers about
learning in the classroom. The discussion and subsequent reflection is what gave value to the
TDE process.
-The conversations with teachers were extremely professional and insightful. I loved the
opportunity to take time to talk with staff.
Training
-Lynn Sawyer charts guidelines for discussion student growth
-Lynn Sawyer trainings
-The training was excellent for a best practice approach
-Loved the training this spring from Lynn about writing the summative. I will do formative write
ups differently as a result next year knowing what the summative needs to look like.
-Lynn Sawyer provided excellent training, and it would be great to have her back again next
year now that weve gone through he process for a year.
-I do not feel that only having a half-day session in march dedicated to summative evaluations
was sufficient to prepare me for this critical step. The other training was valuable and I felt
prepared for observations and conversations.
-I would like to have Lynn Sawyer in again this year to continue to support us.
-We need more training on the how to of the summative report

Observations
-Using scripting technique, what they wanted as look and listen fors
-Use of iPad
-Photos/video of classes
-Observations during non-classroom time (IEPs, etc.)
-Large amounts of data on teaching
-Summative very helpful when teachers were providing artifacts. Often this helped with areas
I wouldnt typically see while in a classroom.
Framework of TDE
-Timeline for observations
-More informals were manageable
-Mostly went well
-Prescriptive about who we work with to make observations work
-Most weve ever used Danielson good stuff!
-This process has been valuable. It is certainly a work in progress.
-The TDE process and results were much smoother and I think a more positive experience for
teachers and myself than I anticipated.
-This was a good process. I will do things differently next year.
As a new administrator I felt not enough guidance was provided for me to know the difference, if
any, between the old PAS for probationary teachers and TDE
-I conducted three formal observations on all probationary teachers and only used the
combination of formal and informal with non-probationary teachers

Challenges
Time
-I need to be able to support principals with special education teachers, but time is a huge
factor. I would value some problem solving around this.
-Remembering to document informal observations
-Time to do all of the conversations justice a little hit or miss might be a good idea to have a
guide on the side of document to make sure we hit on all points
-Time to complete the meetings, observations, write ups building efficiency in the process
-Scheduling the fall meeting, 3 observations, 3 pre observation meetings, 3 post observation
meetings and the summative meeting with each teacher was challenging and everything else
occurring on a given day. And it must have been more challenging for the teacher with the
addition of the QComp components (supportive of the change that teachers do one or the other
in coming years).
-More practical strategies for how to fit all the steps into an already busy calendar would be
appreciated.
-Pacing
-Amount of time needed was a huge challenge
-Scheduling meetings

-Clearly there is value in this process, staff worked hard to carve out the time to meet. Their
schedule was already busy. It was a learning year. It would be helpful to have suggestions
from other administrators about how to have additional time set aside for staff.
-I feel the training was adequate, but time was a factor. I dont feel I was able to adequately
allocate time to prepare and support teachers in their reflection.
-The challenge for me this year was managing the process from a time perspective. As an
administrator who does behavior/discipline, it can be very difficult to keep schedule
appointments when a situation occurs with a student/group of students. Having to postpone or
reschedule with a teacher so that I can work with students in the moment is challenging. I need
to set earlier deadlines for myself so that we do not get into the last part of the school year,
which gets full so fast.
-It was difficult to do a quality job with TDE given the time and other duties that we face each
day as an administrator
-This is meaningful work that takes a lot of time on top of an already heavy administrative
workload.
-The requirements of TDE, aside from the reciprocity system, are too much for teachers to
complete in a way that is meaningful. For teachers, I believe the perception is that it is another
paper chase, but in electronic form in the reciprocity system. The conversations were good and
veteran teachers who have not been observed in many years were welcoming, good, and
helpful. The timelines need to allow for necessitythat is that after spring break is not a time
for a solidly performing teacher to be observed or for the summative conference to take place.
For teachers who are dedicated, reflective, and performing well the process does not have to be
spread out past spring break.
-TDE is an unfunded mandate that sucked the life out of administrators. The work, if done with
fidelity and integrity, takes away from learning and from students and increased my workload
from 12 hour days to another 8 hours on the weekend with multiple 70 hour weeks. Creativity
and innovation were compromised. Reflection was not possible. If we want administrators to
do the job with fidelity (which is what the above questions were about) then we need more
administrative assistance to make it possible. Andknowing that unearthing poor teachers will
be the outcomeI would imagine that many administrators will reduce their efforts.
Domain 1 and 4
-Domain 4 was difficult to observe in classroom visits. A plan going forward is to require one
observation to be during a PLC meeting
-Discussion on Domain 1 and 4. What do you do?
-Would like more clarification if all components of all domains should be observed before the
end of the year. Some were never a part of a regular class time observation. Some were
observed and evaluated outside of the regular class time observation.
TDE Cycle with QComp
-Teachers shared Peer Leader observations, which was not helpful. Lack of teacher attention
and comments. Teachers need to treat this more than a hoop (too confused with QComp)
-QComp and TDE
- TDE cycle people were non-mandated, I will strongly suggest teachers have this option

-Difference between proficient with QComp, which is tied to dollars versus TDE. How does that
work next year when it is all one?
Equity
-Equity?? CRT?? Where is that in Danielson? IF we are not evaluating on Equity/Teaching
then what?
-Importance of evaluation instrument, but at times there was a need for equity!
-I am interested to see how other learning leaders observed, evaluated, and reflected on how
equity ties into the Danielson rubric, the evaluation instrument, and the TDE process. I feel it is
an important piece to our work with students in District 196 and would be valuable discussion.
-If we believe that inclusiveness, equity, and mindset for achievement growth are important
why are we not including that language in evaluation? I know Danielson does not, but should
we write some standard for that and ask teachers to work with us on those concerns?
District Wide Consistency
-The approach to evaluation was different building to building
-Learning curve to summative evaluation and communication with principals about expectations
when sharing a teacher
-It would be helpful to see other examples of how observations were recorded online. I had a
system, but not sure if most efficient or helpful.
-We need more groups training to make sure we are all using the Danielson Rubric in a similar
manner.

Student Engagement Data

Types of Data Collected
-On task behavior
-On task
-Behavior challenges
-Who was called on
-Calling on students of color, male or female
-Student time on task
-Readers notebook use
-Types of teacher questions
-Amount of teacher/student talk
Comments on the Data
-Teachers able to describe student engagement information from QComp summative.
-Peer Leaders monitoring and collecting data
-Engagement data was very helpful
-Showed us QComp data collected was not helpful in conversations.
-Student engagement data was from QComp observations so seemed redundant or like a
hoop
-Teachers used QComp data or Google forms to gather engagement data

-What is quality data versus check box?

-Teachers were confused about by engagement data
-Student engagement data: this is a gap. This was largely undefined
-Wide variety of student engagement data (KNTC, surveys, etc.)
-Came from Peer Leaders
-In working with four TDE teachers, we created a student feedback survey in the fall related to
student engagement. Each of the teachers I worked with used the survey. The survey results
and subsequent conversations provide me some of the best conversations I have had with
teachers related to self-reflection and professional growth. I also used the survey with
probationary teachers.
-The longevity piece (box to check) in data really does not apply to high school teachers who
change students every twelve weeks we truly did not understand what was being asked there.
Not sure what a teacher would have been able to show me that addressed that. We just
checked the box. By the way, lets allow the teacher to check those boxes the could not
understand why I had to do so

Reciprocity
-Adding the ability for teachers to share their IGP/SMART goal in Reciprocity
-The online system was challenging. Saving things was a circus.
-Teachers were not able to check a box why not? Shouldnt they be able to decide if they
had shared data? Could we allow the to do so with written explanation?
-I need a not sure or unknown button. Also an area for comments under each section would
have been helpful.
-I wish there was a neutral or unknown option to check. With this being the first time through, I
am uncertain how effective I was in the process or that my teachers are making lasting changes
based off of one year of work together.
-Would be nice to have a system that we could put files and documents into
-It would be helpful if Reciprocity accepted attachments or allowed highlighting and other text
formatting. When I focused on an area for a teacher, I would highlight text (their questions for
example) or use columns to identify teacher actions and student actions. While it is possible to
post a Google doc link into Reciprocity, it is tedious to use. It would be better if the notes are
there as the teacher is reading the administrators feedback. This would make the feedback
more clear.
-Needs to be less space for comments. People kept talking about what we had to write.
Economy of language needs to be emphasized and I think less is more unless there is an area
of concern. Loved the conversations, but the forms felt like hoops so it would be nice to scale
them back a bit to make it more manageable.
-The technology was somewhat of a barrier. It would be nice to be able to give feedback on a
form similar to summative for formal and informal (having the ability to select domains and
comment to specific domain) The process was not efficient I found myself having to spend too
much time following an observation getting my comments organized and aligned to an indicator.
- Would be helpful if a message appeared that the system logged out while away from it. Id
come back to my computer to continue typing, would type for a bit, and then the system states

that the information is not saving. Took a few times to figure out the reason it wasnt saving due
to being logged out.
-Suggest studying if there is a way for what is typed on the administrators end to appear the
same way on the teacher end. For example, I would type with spacings between the
paragraphs and sentences to make it easier to read, but it would appear as one big paragraph
on the teacher side making it less than appealing and more difficult to read and review.
-The system had a good amount of tech issues as we began using it. Most concerning was the
way our written work appeared to the teacher (one big paragraph!)
-I would like to see a section (a little box that is a part of the teachers mast screen or part of the
dashboard in Reciprocity 2.0 that keeps track of all of the components in the Danielson that
have been observed, the date that particular component was observed, and the rating for that
component during that specific observation.
-Reciprocity should be a button to click on the left side listing of the i196 site too difficult to
find. Also the IGP posting was not easy tricky in fact and all were not successful even after
we talked it through. I believe the teacher should just do that with the Peer Leader in their fall
meeting.

Professional Development Support for 2016-17

Goal Setting
-Review goal setting and link to conversations

-Revisit goal setting purpose and goals (situations where data did not save) how to
deepen and support goals
District Consistency

-Standardized presentations for beginning of the year workshop to set out expectations
clearly for probationary and non-probationary teachers
-Common observation template would be helpful
-Very helpful specific details of the process sent out again
-How do we prevent drift in the future? How do we keep it a part of our work? How do
we keep this alive?
-Timeline (firm/loose was helpful)
-Sharing practices people have developed for efficiency have people created fillable
forms to type in while observing?
-Fidelity
-Could our collegial team have some time to work on summative expectations we
need clarity on that not from Lynn Sawyer but from us as a district
-Remember to adjust for Peer Leader expectations with TDE teachers
-Wondering how the Danielson rubric and implementation of the LC might be in conflict
with one another (or not parallel of one another) i.e. Danielsons rubric might be
reflective of the teacher as proficient; however, the teachers practice might not be

aligned with the LC. Teacher is proficient in instructional practices but the teacher is
not implementing the readers workshop model.
-Teacher survey from cycle year A ask them to identify school so we can see specific
school feedback
Probationary Reports

-Had no idea where/what the probationary reports were and what to do

-Clarification around probationary and non-probationary processes
-Difference between probationary and non-probationary clarify, forms, etc.
Training

-Continuing education with Lynn Sawyer would be helpful now that we have lived it
-Follow up now with Lynn Sawyer would be more meaningful
-More training is always appreciated especially on summative
-A bit more on summative reports
-Summative reports
-Yes writing the summative reports
-Also practice on reflective conversations
-Coaching conversations (loved the frameworks)
-Share out on: how people electronically completed process and aligned Danielson to
observations
-Continue to support with different write up samples so we can give effective feedback
-What is the plan for new administrators, AAs, etc. t
-What do we do about new people getting trained?
-How to build knowledge for new staff
-How do we bring new administrators up to speed new hires will need the information
Lynn provided
-Training for TDE could be shortened

Collegial Teams

-Continuation of collegial teams (keep them the same) opportunity to do a mock

observation with another group member
-Keep the same collegial teams for next year so we can continue our work
-Keep the same collegial groups together for consistency and collaboration
-Collegial teams are a good idea ours was not particularly strong
-Yes! Create different groups for variety
-Keep the collegial meetings observing at each others school
-We must have more work with collegial teams.
-Early collegial meetings (fall) to prep for the year were effective. Later meetings were
difficult to schedule

-Communicate with collegial teams to attend trainings together (time during trainings to
connect, similar to todays DLL meeting)
-Have collegial team meetings attached to DLL (already a set time)
Equity
-Facilitation of conversations around equity conversations
-Add equity continuum for embeddedness doo fors
-Culturally responsive indicators within the Charlotte Danielson rubrics
-Nds. Moving forward looking for equity

Feedback and the need for time

Addressing concerns
Observing team meetings
Conversations
Hard when you are not in the building
Informals vs formals discussion