The pages of the TED Workbook are designed to guide both teachers and evaluators through the preparation for and collaboration in the four phases of evaluation. For each phase, teachers and evaluators share responsibilities for preparation, discussing evidence, and assessing teacher effectiveness in light of the NYS Teaching Standards.
In the first phase, Self-Reflection, teachers use a series of questions to assess their readiness for the school year ahead, particularly in the context of changes that may have occurred in their professional lives, or in the school community during the previous summer and academic year. Self-reflection bridges the previous year's goal setting and professional learning plan with the challenges of the year ahead.
Utilizing the NYSUTNYSUT Teacher Practice Rubric as a unique window on "what teachers should know and be able to do," the second phase of evaluation stretches from the Analysis of Teaching Artifacts (which occurs in the preconference), through Observation & Evidence Collection, and concludes with a Review of Student Work (post-conference). Across these three major activities, teacher and evaluator collect evidence of teacher effectiveness, exchange ideas, analyze artifacts, and reflect on student work.
The Summative Evaluation ties together evidence of teacher professional practice with evidence of student achievement in the Composite Score. Recommendations for growth areas are identified.
Goal setting and a Professional Learning Plan provide teachers and administrators with the opportunity to address growth areas with creative interventions aligned with school and district goals, and establishes the groundwork for succeeding years' teacher evaluation and development.