As a Title I district serving a large number of children from low-income families in the under-funded state of Arizona, leaders at Phoenix Elementary District #1 (Phoenix #1) face many challenges when it comes to placing a quality teacher in every classroom … but they refuse to let those challenges affect their students.
In Part 2, we discussed how to use technology to collect and analyze performance data that align with district priorities. But collecting and analyzing data isn’t enough. District leaders must use the information and insights gained to improve classroom instruction.
In Part 1 of this series, we explained that educators and students realize the true value of performance management when evaluations contribute to a culture of continuous improvement that ultimately advances student achievement … and that means collecting and analyzing meaningful performance data to empower decision-making.
It’s no secret that interviews aren’t always the most effective way to evaluate candidates. “Anybody can say anything in an interview,” said Sherry Christian, coordinator of human resources at Niagara Catholic District School Board in Ontario.
Education leaders’ primary responsibility during appraisals is to improve instructional quality between classrooms across a school system to affect student learning. Yet with state and federal requirements in constant flux ...