#NVedchat Archive
#NVedchat is dedicated to increasing communication and collaboration of education related topics in the State of Nevada. Originally, created by Mr. Snehal Bhakta.
Monday January 11, 2016
11:00 PM EST
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Welcome to . Tonight’s topic is in .
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For tonight’s chat, we will use Q1, Q2… format for Questions. Please use A1, A2… format for answers & include
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To join you may want to use Tweetdeck, tweetchat or another client that allows columns. Use the hashtag to track and join us.
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Let’s start by giving a S/O to another educator(s) using their twitter handle & the hashtag to join us tonight!
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Never gonna quit trying..., are you coming out to play??????
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A1: "Words cannot express why you should give me a good eval. You need to see my Ss and I in action!"
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A1-I would show them my account-files, sites, gmail, G+ etc..., then share with them :-)
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A1 - Explain how his instructional model hasn't adequately prepared me for this assessment
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. Always a winner, especially if they are tech dumb... confuse them into a favorable eval!
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. Plus, it demonstrates that I am creating new content every year, month, day, class period...
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Q2: Why are or are not successful in ?
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A1:I would say that's a shame because learning=process. It shouldn't all be judged n an isolated incident.
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A2: Test scores do not prove learning, a T could be off their game day of eval, best T can have unruly Ss, I can go on...
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Q2 - If based on extensive observation they can be, unfortunately they usually aren't
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A2-Not completely successful. Lacking rewards to encourage growth & not strong enough to motivate improvement.
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A2:Relection&Self-evaluation is good but sometimes evals are just "done" instead of offering true feedback.
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Q3: Should have an appeal process if you don’t agree with them?
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A3-No, but should have the opportunity to discuss w/ supervisor to ensure nothing was missed b4 it's finalized.
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A1 Pull up my blog and my calendar
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A3: Ts shouldn't be able to appeal everything, but if something is blatantly unfair, then yes. They're designed for growth
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A3 - Absolutely yes, I give my students an appeal process, why shouldn't I get one?
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A3:I believe in our district we do. Ts can dispute evals if they wish. Should be there because eval is based on a sole observer.
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A1: ok I'm going to go teach!
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A2: evaluations are only as effective as the evaluators knowledge of content and commitment to giving proper feedback.
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that makes sense! Review it before it’s set to make sure all was covered instead of disagreeing after
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A3: yes, If you think it is inaccurate, and the make up/ redo should be controlled by the T
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Q4: What does the ideal form look like?
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A4: less boxes and numbers, more space for written feedback
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A4-A combination of observations, student performance, and professional development. Results & efforts are both required!
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Following tonight's on evaluations
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unless they spent the time becoming familiar with the content and best practices in that subject
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A4:Tough one, but it should have many components of measurement and should not contain test scores.
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A4 it has to be a form? Should be a collection of artifacts, video, self reflection
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. I frankly like having a growth in test scores as performance evaluations. Held me accountable...just my thoughts
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A4 - A lengthy conversation based on pedagogy & observation? I like the goal planning sheets for NEPF, could lose check boxes imo
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Q5: Do you think $$$ will ever be tied to like in the business world? (good job=higher salary/bonus)
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don’t know that I agree with the student performance part. Could depend on the format of that, I guess
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A5 - Probably. And it will wreck teaching in my opinion.
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A5: If certain groups have it their way, absolutely! However, lack of funding will prevent that for the foreseeable future.
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A5-Yes, $$$ should be tied to performance evaluations, however, realistically it probably never will due to long list of reasons
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Teaching is not a business.
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A5 Sadly yes, I do think it will happen. But I vehemently disagree with anything like that
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A4: conversation that is inquiry based, goal setting, and positive. Goal should be for S's to have the best experience.
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Yep, it will not longer be about the learning. Collaboration will disappear, etc
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. I'm think growth in scores over a period of time, not a snapshot. Shows in small way getting better as educator
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. that I could handle to a degree. Much better than a single test score
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. Plus, it would be a portion of the overall evaluation, not the end all.
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The Ss population I dealt with came to me 3 to 4 years behind in reading, we got phenom growth in lexile scores but 0 on CRTs
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How do you evaluate those subject areas that don't have a test, i.e. social studies?
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didn't we have the "pay me what you owe me" convo about teacher pay the other day? Seems got the memo.
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A5:Seems tricky because some groups-electives,arts,PE,library-would be diff than math,ELA,etc.Seems like it would be very skewed.
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According to that metric my Ss and I failed every year despite their growth
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. again, if it were a very small portion I could swallow it. Too many factors affect test scores. Growth+small% ok
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A5: bigger issue is who creates the explanation of what is a "good job" & how it can be manipulated to avoid giving raises
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You, dear sir, are an optimist @ heart
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Thank you for joining tonight’s on in .
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exactly. $ and evals based on a small subset of subjects cheapens the system
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Continue the conversation by using the hashtag all week long! See you next Monday @ 8pm PST.
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. good point! Usually not the Ts
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Just missed it ! Will try again next week!
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yeah, thought we settled this. Everybody shouldn't be paid the same. It ain't 'Murican. Thoughts
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what was the memo? I missed it. I was grading papers.
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That’s a huge can of worms. PE T paid more than reading T? Who decides? What tool?
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and I were conversing whilst watching the NFL playoffs. Ended up talking pay for performance.
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My take away form : Tchr evals should be more evidence based, less checkboxes/scores. How about you ?
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