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From YouTube: June 11, 2018 COTW Policy and Personnel Committee
Description
June 11, 2018 COTW Policy and Personnel Committee
C
A
A
A
C
B
F
A
F
F
B
Yeah
this
is
the
the
state
requires
every
school
in
the
state
to
submit
a
plan
for
how
they
want
evaluate
teachers,
and
this
is
expanded.
That
plan
and
it's
due
to
the
state
on
June
the
1st.
We
got
an
extension
to
like
June
3rd
to
make
sure
that
everybody
had
an
opportunity
to
give
input.
We
had
stakeholders
input
in
the
in
all.
B
Of
our
plan
from
the
teacher
cabinet
teacher
roundtable,
all
of
our
reading
coaches
were
looked
at
at
principals
assistant,
principals
and
district
staff,
so
folks
were
able
to
give
their
dog
bullet
points
amid
feelings
on
the
debt
plan.
I
would
like
to
say,
though,
that
many
parts
of
this
plan
are
dictated
by
state
and
state
law.
So
there's
there
is
there's
room
for
a
little
bit
of
exposing
tweaking
that
a
lot
of
it
has
is
just
mandated.
B
The
entire
plan
really
talks
about
the
evaluation
instrument
and
the
scoring
our
classroom
teachers,
all
contract
levels
we'll
be
using
that
South
Carolina's
teaching
standards
4.0.
That's
with
SCT
S
stands
for
it's
a
new
evaluation
system,
replacing
safety.
This
is
Ellie
Porter
she's,
one
of
the
four
teacher
evaluators
in
the
office
of
teacher
evaluations
and
she's
really
become
dedication.
I'll
have
any
questions.
B
They
are
really
the
folks
that
are
on
every
single
day
the
other
evaluation
instruments
for
guided
speech
and
media
and
they're
going
to
be
continuing
to
use
the
same
valuation
process
through
a
debt
that
we've
always
used
for
those
and
all
districts
must
report
all
formal
evaluations
to
the
State
Department
education,
the
expanded
that
timeline.
In
our
plan,
we
are
required
to
produce
online
manner,
beginning
in
May
last
month
through
September,
we'll
be
training,
350
evaluators
on
the
SCT
S
4.0
rubric.
B
It
is
a
state
three-day,
mandatory
training
to
that
folks
have
to
go
through
a
timing
and
pass
a
test
in
order
to
be
able
to
evaluate
teachers
we're
in
the
nether
we're
not
in
the
middle.
We
are
the
very
beginning
so
doing
that.
Now
our
evaluators
and
myself
and
Ageing
will
moderate.
Our
mentors
have
all
been
through.
We
are
trainers
and
we
are
now
training.
Our
principals
assistant,
principals
and
other
district
staff
will
start
a
third
3-day
cycle
tomorrow
morning,
May
through
October,
the
evaluation
orientation
for
teachers
will
take
place.
It
has
to
be
finished.
B
Five
total
every
teacher
and
seven
orientations
be
manually
should
process
before
that
evaluation
can
start
September
through
December
is
our
preliminary
evaluation
period
and
January
through
April
is
our
final
evaluation
period.
We
have
a
series
of
dates
that
we
turn
into
the
state
and
we
have
to
adhere
to
those
days,
one
part
of
our
teacher
evaluation
and
then
a
huge
part
of
student
student
learning
objectives,
and
you
talked
a
lot
about
measuring
student
achievement
and
teachers
and
the
outcomes
for
children.
B
This
is
every
teacher
that
teaches
children
has
to
set
a
student
academic
growth
goal
student
learning
objective
from
his
or
her
students
and
all
classroom
teachers.
It's
a
requirement
by
the
state.
They
do
not
admission
if
they
may
choose
from
the
bank.
That
CCSD
has
which
we've
had
for
a
couple
of
years
and
that
in
what's
new
this
year,
is
create
your
own.
That
came
from
a
desire
by
some
teachers
that
didn't
want
to
use
those
in
the
bank.
B
They
would
like
to
create
their
own,
which
is
really
probably
the
best
practice,
is
to
create
your
own,
and
we
wholeheartedly
endorse
that,
and
so,
with
the
help
of
learning
services,
we'll
be
helping
those
teachers
from
the
creation
of
their
own
student
learning
objectives
and
all
that
information
is
housed
in
our
human
capital
management
system
called
I'll
track
this
year.
A
huge
piece,
that's
the
state
mandates
is
that
we
have
to
do
an
induction
and
mentoring.
B
All
right,
I
won't
read
all
those
to
you,
but
our
induction
program
is
one
of
the
one
of
the
best
in
the
state.
Actually,
we've
had
folks
to
look
at
our
what
we've
done
for
our
induction
induction,
our
first
two
teachers
and
we
have
trained
mentors
for
all
induction
teachers.
We
follow
on
the
dis
district
state
guidelines
and
procedures.
We
provide
a
lot
of
services
for
our
teachers,
I
think
Charleston
County
and
throughout
the
community.
B
We
give
them
training
on
the
South
Carolina
State,
the
South
Kona
teaching
standards
for
cloning
rubric
and
a
lot
it's
a
formative
year
living
where
they
learn
about
planning,
elbows
and
teaching,
and
we
do
evaluation.
But
it's
not
because
its
formative,
it's
not
as
it
sounds
crude,
it's
not
as
critical
and
it's
very
critical,
but
it's
knowledge
that
doesn't
have
a
big.
You
know,
there's
you're
learning
and
we're
helping
and
were
coach
and
mentor
teach,
but
we
have
some.
We
have
comedy
teeth.
B
We
have
some
mentors
that
are
helping
about
Daniel
dive
diagnostic
is
those
teachers
that
have
done
their
induction
year
and
they're,
not
quite
ready
to
move
on
to
become
an
annual
to
become
to
go
through
their
annual
year
of
evaluation,
so
they
will
have
access
to
all
of
the
induction
services
and
formative
assessment
and
workshop
they'll
be
provided
a
mentor
and
they'll
have
two
about
two
observations
in
the
preliminary
and
final.
This
is
another
year
of
offering
assistance
and
that's
mandated
in
our
plan.
B
According
to
the
state
guidelines
GBE,
this
is
for
the
sope
stands
for
goals
based
evaluation.
This
is
for
the
majority
of
our
teachers
are
on
gb,
and
this
is
really
big,
because
the
state
says
that
the
SOL
will
be
serviced,
the
GB
for
classroom
teachers
and
that's
exactly
what's
going
to
happen.
This
was
one
area
that
had
a
lot
of
discussions
and
debate
about,
but
in
our
plan
that
we
submitted
to
the
state
the
SLO
to
be
the
student
will
be
the
teachers
GB,
even
not
having
anything
to
it.
B
I
think
it's
important
to
note
that
for
charter
schools,
that
we
work
very
collaboratively
with
our
charter
school
district
because
we
provide
for
them
training
and
support,
and
we
were-
and
we
report
the
results
to
the
state.
We've
already
had
one
charter
school
principal
in
our
training
and
we
have
other
children
there.
So
we
are
actively
out
and
assisting
our
charter
schools
as
they
get
on
board.
With
the
new
state
evaluation
system.
B
They
have
to
choose
one
and
all
of
our
charters
are,
are
going
or
using
the
state
as
South
Carolina
teaching
center
4.0,
except
for
I,
believe
it
is
Voyager
and
they
are
using
the
tap
telegram
and
they
got
permission
from
the
state.
So
we
probably
won't
be
offering
much
assistance
to
them,
but
every
other
choice:
Charleston
County
charter,
where
help
is
good
and
we
send
we
send
resources
and
support
to
them
as
need
it.
B
The
whole
basis
of
our
teacher
evaluation
system
is
really
continuous
improvement
and
I
think
the
biggest
strengths
are
that
we
are
that
we
provide
mentors.
We
have
some
teacher
effectiveness,
specialist
expert,
our
evaluators
are
and
that
we
provide
the
training
for
the
South
Korean
team,
Sanders
4.0
on.
B
We
have
opportunities
for
growth
in
place
between
places
that
we
want
to
get
better
with
organization,
organizing
our
training
and
the
implementing
a
new
evaluation
teacher
system
for
all
teachers
and
principals
and
evaluators
is
the
big
undertaking,
but
not
with
something
that
we've
certainly
taken
very
seriously
and
they
climbed
off
to
a
really
good
start
on
that.
For
sure-
and
that's
that's
it
yes,
I
guess
you
have
any
questions
later
or
if
you
have
asked
anything
from
Aileen
shield,
she'd
be
happy
to.
D
F
B
And
the
principles
will
have
to
approve
them.
The
teacher
will
have
to
discuss
the
SLA
with
the
principal
and
receive
approval
for
some
reason
that
principal
is
not
as
well-versed
in
that
year.
That's
subject
matter
or
whether
or
not
that
s
ellos
on
target.
Is
it
rigorous
enough
to
because
that
is
the
measure
that
they're
using
to
measure
11
I,
think
she
that
objective?
Is
it
correct
that
technical
assistance
will
be
offered
by
our
effects
in
learning
services
and
the
folks
that
have
the
content,
expertise
that
they
need
to
so
so.
B
I
mean
that's
a
great
question
and
there's
been
some
talk
about
different
schools
that
have
a
larger
department,
but
that
those
teachers
might
collaborate
and
say
you
know.
This
is
really
something
that
we'd
like
to
measure
and
they
might
work
on
it
together
as
a
team
and
get
those
approved
on
through
their
principal
and
members
of
subflooring
service,
and
that
certainly
would
work
they
work
as
well.
B
D
B
G
Project
well
again,
here
the
teachers
brought
three
issues
that
we
really
wanted
to
look
at,
and
one
of
them
was
teacher
evaluation.
And
so
then
we
divide
it
up
to
a
subcommittee
of
about
a
third
and
the
teachers
and
they
met
two
or
three
times
during
the
year
and
they
said,
but
we
were
from
the
beginning.
Really
we
talked
about
didn't
just
following
the
state
like
that
was
a
solid.
You
know
format
and
that's
where
we
ended
up
so.
E
E
G
G
Kind
of
way,
I
think
to
kind
of
dip
our
toe
in
the
water.
As
far
as
looking
at
evaluation
from
a
student
outcome,
rather
than
a
teacher
action
and
so
I
think
it's
an
effective
way
to
do
that.
We
haven't.
This-
would
be
our
first
year,
I
think
them
ourselves
and
so
I
interested
to
see
how
many
teachers
gather
probably
most
teachers
if
they
have
a
formative
assessment
available
like
math.
We
still
want
to
use
that,
but
it
would
probably
be
very
good
for
teachers
who
don't
have
that
at
their
fingertips.
C
G
H
G
Taking
your
time
getting
there
and
I
think
that's
something
that
teachers
have
to
come
to
terms
with.
We
don't
move
very
fast.
You
know
when
everything
is
done
on
the
fly
when
you're
a
teacher,
you
don't
have
time
to
stop
and
say:
okay
now
let
me
change
to
this.
So
yeah
I
think
it's
very
positive
and
I
think
most
teachers,
feedback,
I,
haven't
heard
anything
negative
about
great.
D
So
I'm,
not
an
expert
in
speedo.
Give
me
a
Bible
I
can
do
a
sermon,
I'll
breathe,
so
evaluate
watch
it
I
guess
is
and
I'm
going
back
to
the
create
your
own
objectives,
so
you've
been
an
evaluator
going
into
this
classroom
and,
if
we're
operating
on,
understand,
to
take
and
tell
me
if
I'm
off
track
here
that,
according
to
the
guidelines
when,
during
this
period
of
time,
teachers
are
to
be
teaching
on
these
standards,
everyone
should
be
at
least
on
within
this
range
of
what
they're
teaching
when
you
going
to
this
different
classroom.
D
So
the
teacher
develop
their
own
objectives.
Separate
outside
of
the
norm
then
has
the
evaluator
going
in.
You
know.
You
know
they're
not
on
that
path.
They
have
their
own
thing
going
on.
So
how
do
you?
How
do
you
begin
to
prepare
yourself
before
going
into
making
sure
that
they
themselves
are
really
doing
your
rigorous
teaching
and
one
on
trying
to
be
able
to
put
that
class
in
the
beginning
board
and
MLB's
lance
naik?
That's.
H
What's
where
I'm
at
right
now
and
it's
it's,
this
mindset
with
the
teacher
evaluation
model
with
4.0
right
now
is
that
it's
more
of
a
coaching
model.
So
when
the
teacher
so
now
the
teacher
and
the
evaluator
has
what
you
call
a
real
observation
conference
and
that
conference
involves
plan
where
that
teacher
actually
brings
in
artifact
and
that
artifact
is
the
lesson
plan,
what
they're
going
to
be
teaching
and
what
those
desired
learning
outcomes
at
the
end
of
the
lesson.
H
So
you
get
into
this
coaching
dialogue
with
the
teacher,
and
you
talk
about
those
things
that
may
be
inclusive
of
your
SLO.
That
may
have
been
at
the
beginning,
the
middle
or
the
end,
but
it
just
depends
on
that
time
range.
But
what
that
coach
does?
What
that
coaching
piece
does.
Is
that
it?
It
tailors
that
forces
that
teacher
to
look
at
those
standards
and
objectives.
It
looks
looking
at
the
assessment
and
making
sure
that
that
content
is
rigorous
enough.
H
All
those
things
that
we
want
in
the
SLO
and
all
those
things
we
want
to
measure
and
find
out
at
the
end
at
the
end
of
the
race
when
those
students
are
done
with
that
specific
unit,
so
I
think
with
the
old
system
we're
so
accustomed
to
not
getting
that,
but
with
4.0.
That
teacher
has
that
opportunity
to
show
that
lesson
plan
or
show
that
planning
aspect
and
see
how
how
students
are
growing
great,
that
it
had
a
desirable
rate.
H
B
Channel
that'd
be
great,
we
could
actually
come
back
and
give
you
more
in
depth
from
what
the
actual
South
County
tching
standards
for.
No,
we
would
with
the
pre-observation
conference,
the
concrete
and
the
post
at
some
time,
because
it's
a
big
change
from
where
we
were
with
the
old
just
come
in
and
observe,
and
you
might
in
October,
and
you
might
not
find
out
how
you
did
until
December.
So
if.