I get observed every so often but I don’t think I’ve ever been evaluated. I’ve always had a hard time even getting administrators to come in and observe me in lessons (I had one formal, documented observation in my first 7 years combined). Perceived lack of knowledge can be a really big barrier, even though that’s less of the point in what you’re supposed to be evaluating.

In my new district I have a goal sheet that I have to fill out at the beginning of the year and then reflect on at the end. I think it can be somewhat helpful but working on an island, it’s hard to find the support systems within the district that I need to achieve the goals I set out at the beginning of the year. Plus, I tend to be a little too ambitious in my goal setting.

On Mon, Nov 30, 2020 at 12:14 PM Sarah Glatz <[log in to unmask]> wrote:
Hello Integrators,

I'm curious about your performance evaluation requirements.   Are you in process with classroom teachers or is there a more relevant set of criteria that you have to document/meet?

Is anyone using something that feels relevant, helps you to reflect, and set goals for improvement?

If so, I'd be grateful to see it (blank of course).
 

Thanks!
Sarah









Sarah Glatz

Technology Integrator


Memorial Middle School















--
Geoff Cyr
Technology Teacher
Turner Primary School & Leeds Central School
MSAD #52

"The kind of knowledge children most need is the knowledge that will help them get more knowledge." - Seymour Papert