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From YouTube: January 8, 2018 COTW Other Business
Description
January 8, 2018 COTW Other Business
B
B
In
the
context
of
the
larger
conversations
that
you've
had
session
in
the
presentations
from
the
state,
as
you
know,
men
with
how
teachers
and
principals
are
evaluated
in
South
Carolina,
the
state
regulations
regarding
teacher
evaluation
are
changing
with
the
coming
school
year.
So
to
the
important
points
we
wanted
to
discuss
with
the
board,
we
proposed
that
a
committee
of
teachers
and
principals
will
be
involved
in
recommending
the
Charleston
County
School,
District's
particular
approach
to
the
evaluation
process
2018
in
accordance
with
those
state
mandates.
B
Secondly,
Charleston
County,
School
District
will
not
use
Evo's
or
any
other
growth
measure,
in
conjunction
with
teacher
evaluation
processes
for
at
least
the
next
three
years.
Thirdly,
we
want
to
point
out
that
act.
Ninety-Four
requires
that
growth
measures
be
used
at
the
school
level.
The
state
regulations
depth
on
the
principal
evaluation
mandate.
Principals
are
held
accountable
for
growth
in
one
of
there's,
three
areas
goal
areas:
the
next
bullet.
The
school
districts
would
continue
to
foster
verify
our
teachers
and
students.
B
B
Next
important
point.
The
individual
teacher
Evo
stated
would
be
provided
to
principals
and
teachers
so
that
so
that
teachers
will
know
where
they
stand
in
comparison
with
other
teachers
who
teach
children
just
like
there's
the
EVAs
gathers
the
Evo
stool
gathers
assessment
information
from
whatever
assessment
that's
been
given
across
districts
and
compare
students
of
approximately
the
same
age
and
situated
in
the
same
grade,
who
were
at
that
particular
achievement
level
at
the
beginning
of
the
year,
with
those
exact
same
students
at
the
end
of
the
year
and
when
they
they
divide
into
five
different
groups.
B
The
teachers
who
create
the
highest
growth
for
those
children.
That's
a
level
five
or
minimal
growth,
which
is
level
one
and
that's
distributed
across
a
bell
curve
from
the
lowest
20%
to
the
highest
20%.
But
we
would
provide
that
information
back
to
teachers
and
principals,
so
that
that
they
will
know
and
the
principal's
can't
help
teachers
design
plans,
exposure
to
professional
development
opportunities.
B
That
they
can
improve
their
skills
well,
in
no
instance,
in
the
next
three
years
or
ever,
should
we
hear
a
principal
say
that
a
teacher
contract
action
is
being
taken
because
of
a
boss?
That
was
never
the
intention
before
there
was
the
hugest
difference
communications
about
that,
and
that
simply
would
not
be
a
single
reason
to
make
any
sort
of
recommendation
regarding
a
teacher
contract
and
for
the
next
three
years,
the
district
that
uses
the
EVAs
data
to
understand
the
patterns
at
school
levels.
B
For
example,
we
don't
need
to
know
at
the
district
level
the
names
of
specific
teachers
and
the
key
boss
scores.
What
we
do
need
to
know
is:
is
there
an
equitable
distribution
across
all
of
our
schools,
of
those
teachers
who
are
very
strong,
February
student
clip
if
there
is
that's
wonderful
and
if
they're
usually
going
to
need
to
talk
about
the
policy
and.
B
So
that's
our
proposal.
This.
The
reason
for
discussing
these
guidelines
with
you
this
evening
is
to
make
you
aware
that
compiling
up
community
of
people
in
principles
and
to
prepare
for
the
principals
who
serve
on
that
committee,
a
set
of
parameters
that
they
would
need
to
understand
as
they
undertake
this
work.
So
this
doesn't
need
a
vote.
It's
for
information
only
at
this
time
that
that
work
is
moving
forward
quickly
and
we
didn't
want
to
to
have
any
misunderstanding
about
it
or
have
you
approached
with
questions
to.
A
D
B
B
E
C
I
mean
I
think
that's
a
board
discussion
to
have
I.
Think
but
what's
happened
is
you've
put
two
things
into
the
same
bucket
there
there's
you
actually
ask
two
questions:
what
is
wrong
with
using
student
growth
as
a
component
of
deciding
if
the
teachers
executed
their
job
correctly
and
what
is
wrong
with
Eve
Oz?
There's
a
there's,
a
large
body
of
people
that
claim
the
and
body
of
work
that
says
he
boss
is
not
an
accurate
measurement
they're
not
opposed
to
the
achievement
piece.
They're
opposed
to
the
inaccuracies
of
this
thing.
D
B
C
E
E
At
the
same
time,
I
saw
her
teachers
saying
that
you
know
they
want
to
be.
They
want
to
create
the
rubric,
that's
going
to
be
used
to
evaluate,
and
then
they
said
we
can't
use
test
scores.
But,
ladies
and
gentlemen,
tell
us
I,
don't
know
any
other
way
to
determine
whether
or
not
you're
proficient
at
something
other
than
being
tested.
Well,.
C
And
I
think
that
there's
a
lot
of
people
that
say
they
don't
like
tests
I,
don't
think
that-
and
this
is
again
we're
reaching
them
to
take
things
out
of
context.
K12
doesn't
test
children
because
we
have
5,000
principals,
superintendents
and
teachers
sitting
around
the
way.
What
can
we
do
to
the
kids?
The
places
they
go
when
they
leave
us
are.
C
E
A
E
E
A
Probably
affecting
your
kid
hasn't
won
here
in
the
past,
so
I
just
I
feel
like
we
can't
emphasize
enough
that
it
needs
to
be
cultural
soup.
It's
not
a
gotcha,
but
it's
a
book.
This
is
what
would
happen,
went
on
in
your
classroom
this
year
or
maybe
in
your
classroom
for
the
last
three
years.
Unless,
let's
get
you
to
where
you
need
to
go,
this
is
will
put
the
professional
development
in
place,
but
because
it
I
find.
C
My
soul
sore
right
and
it's
not
necessarily
they
don't
want
to
do
it
I
think
one.
The
very
first
thing
start
to
post
always
said
to
us
when
she
got
here
was
the
system
has
a
way
of
stopping
what
you
need
to
do?
What
you
know
you
need
to
do.
The
system
has
a
way
of
stopping
you
from
being
able
to
do
that,
but
that's
where
we
come
in
as
a
board
and
start
having
those
conversations
that
says:
we've.
C
E
E
My
suggestion
was
simply
because
we
have
policy,
so
many
schools
and
we'd
like
to
hear
from
all
of
our
principals
is
to
do
a
set
of
principles
at
every
cow
meeting.
Having
them
go
first,
that's
historically,
you
know
our
and
I
mean
first
before
we
go
into
executive
session,
because
we
don't
want
to
teach,
we
don't
want
the
troubles
out
of
the
building
long,
if
at
all
have
them
come
as
soon
as
we
open
at
one
o'clock.
C
And
you're
saying
one
every
time:
one
set
of
presentations
every
time
we
gather
I,
don't
know
that.
That's
a
bad
idea,
I
think
we
do
to
accept
the
fact
that
our
cow
meetings
were
never
meant
to
start
it
at
10:00
and
ended
by
they
were
never
meant
to
be
a
workday.
So
maybe
we
started
when
we
spend
an
extra
hour
in
our
town
meetings
before
we
get
into
our
work.
Doing
that,
but.
D
C
Or
February
because
think
about
it,
if
you're
in,
if
we
have
a
three-hour
board
meeting
and
a
six-hour
cow
meeting
in
February,
and
then
you
have
to
have
two
day-long
workshops
for
the
but
or
two
half
they
workshops.
What's
that
do
to
us
who
have
to
work
and
I,
don't
think
Michaels
going
to
hang
out
for
all
that,
so.