[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-535956-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-535956-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","your-virtual-pera-coach-issue-15-april-2018","Your Virtual PERA Coach - Issue 15 - April 2018","","Your Virtual PERA Coach Issue Number 15 (April 2018) supports Illinois educators implementing the Performance Evaluation Reform Act through practical guidance and strategies. It addresses recurrent challenges such as the time required for evaluation, managing evaluation data, and increasing collaboration focused on growth. The issue highlights approaches including professional learning communities (PLCs), intentional PLC structures, peer observations, coaching conversations for pre/post conferences, and planning spring PERA Joint Committee meetings. 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We have held focus groups and regularly talk to members of various school districts and organizations across the state. In doing so, we hear some common themes .  \nThe recurrent themes relate to the amount of time the evaluation process takes , how to manage the data , and how to make the evaluation process more collaborative with a focus on growth rather than compliance.  \nIn this issue, we will review some strategies used in school districts to help address these common topics .  \nPlease let us know if there are specific topics or questions you would like to see addressed in upcoming issues of the PERA Coach by using this link or the one at the bottom of this issue.  \nSincerely ,  \nThe Performance Evaluation Advisory Council  \nDistricts report that implementing the performance evaluation process with fidelity takes alot of time. Time is spent in reflective conversations (goal-setting, pre/post observations , mid-term , end-of-year conferences) , conducting observations , documenting evidence,  \nmanaging data , etc . Investing the time helps to ensure that the process results in improved instruction and student growth.  \nClick  here to download tips from evaluators about being more efficient with scheduling and to view a sample spreadsheet used to keep track of observations .  \nOnce a performance evaluation system is established , the focus can move beyond compliance and toward being more collaborative.  \nProfessional Learning Communities ( PLCs)  \nMany districts increase collaboration between teachers by creating professional learning communities ( PLCs) . Rick DuFour and Douglas Reeves defined professional learning communities as \"an ongoing process in which educators work collaboratively in recursive cycles of collective inquiry and action research in order to achieve better results for the students they serve\" .  \nGuiding questions should be used to keep the focus on results . Suggestions for four questions , based on DuFour's work are:  \n What do we want students to learn and be able to do?  \n How will we know if students have mastered essential learning?  \n What will we do for students who have not mastered essential learning?  \n What will we do for students who have already mastered the content?  \nClick  here to download an editable copy of a template that can be used for recording minutes and notes from a PLC meeting.  \nIntentional PLCs  \nOne of the most common types of PLCs is a grade-level or content-based team . However, effective PLCs are also those chosen by teachers based on a shared interest or identified area for growth.  \nThese intentional PLCs can be made up of small groups of educators that regularly meet in person or online to set goals , talk through challenges , do book studies , and hold eachother accountable for growth.  \nCollaborative learning opportunities can also occur when teachers watch their colleagues teach during classroom visits . Click  here to read more about various models used in  \npeer observations.  \nPre/post observation conferences are times when teachers can identify areas for which they are seeking feedback and to share knowledge and expertise of their content area , students , and instructional practice with their evaluators . Evaluators can engage with teachers in collaborative conversations , provide valuable insight about their practice, help guide them to identify areas for growth,","cbCaikmkyw6ovhP8","https://ap.wps.com/l/cbCaikmkyw6ovhP8","pdf",254172,"English","# Finding Time for Evaluation\n# Professional Learning Communities (PLCs)\n## Intentional PLCs\n# Collaborative Conversations\n# Plan a Joint Committee Meeting in the Spring\n# When Evaluators Need to Take Retraining\n# Questions and Sharing\n# Additional Resources","[{\"question\":\"What recurring challenges does this issue focus on for PERA implementation?\",\"answer\":\"The issue focuses on how long the evaluation process takes, how to manage the data, and how to make evaluation more collaborative with an emphasis on growth rather than compliance.\"},{\"question\":\"How do professional learning communities (PLCs) support better evaluation outcomes?\",\"answer\":\"PLCs increase collaboration among teachers through recursive cycles of inquiry and action research. Using guiding questions helps keep PLCs focused on results for student learning.\"},{\"question\":\"When must evaluators complete retraining?\",\"answer\":\"Evaluators who completed initial training must complete retraining “once within the next renewal cycle,” tied to the license renewal cycle (PEL), with a chart provided to determine timing.\"}]","Your Virtual PERA Coach - Issue 15 - April 2018 | PDF",1791601441,13]