If you’re not on TPEP, there are some things to know about why your colleagues are hoarding paper and files more than usual.
Regardless of the framework (Danielson, CEL-5D, or Marzano), there are observable components of the evaluation. This is what your evaluator sees when they come in your room to watch a lesson. It’s the lesson plan you turn in before your evaluation. It’s turning in the student growth goals. Then there are the unobservable (or, at least undocumented up to this point) components. These are the conferences you attend, the committees on which you serve, the professional connections you cultivate. Because your principal doesn’t observe you doing these things, and you haven’t documented them YET, this is your time to highlight what a fantastic professional you are.
|4b||Maintaining Accurate Records.|
|4c||Communicating with Families.|
|4d||Participating in the Professional Community.|
|4e||Growing and Developing Professionally.|
Here’s how I survived:
- Keep a running list all year.
I knew there were aspects of my evaluation that my principal wouldn’t see. My TPEP mentor, Jenna, provided me with an overwhelming, but helpful chart at the beginning of the year that showed which components would be covered by my observation, reflection, mid-year review, and student growth goals. I began a Word document and began to list artifacts I thought would meet the criteria not observed by my evaluator. I love hyperlinks, so I hyperlinked files so I wouldn’t have to search for them later.
- Narrow the list.
Because the time to turn in my artifacts and evidence was quickly approaching, I needed to narrow my list. Jenna explained there is no magic rule, but if I could find 2 artifacts for each domain, that would probably do a good job demonstrating my mastery of this domain.
Here’s what my finial list of artifacts looks like (In real life, each one of these is hyperlinked to a file or web page):
- Know the difference between Artifacts and Evidence.
You would think that now I’m ready to submit because I’ve got my very fine list of Artifacts. You would be wrong.
The Artifact is the document, photo, file, or paper that shows how I met the domain. The Evidence is my reflection on said artifact.
My new BFF Jenna was kind enough to create a document that would help us organize our artifacts and reflection. I answered each question, thinking about why I chose each artifact.
As you can see from my list, being involved in this blog meets several of the domains. It’s not why I do it, but the language from the rubric made me realize why this is important work:
- I remain current by taking courses, reading professional literature, and remaining current on the evolution of thinking regarding instruction.
- I actively peruse networks that provide collegial support and feedback.
- I’m active in professional organizations in order to enhance my practice and provide leadership to colleagues.
Being the type of person I am, I organized my artifacts and evidence into a chart. I find it easy to read, and more importantly, easy for my evaluator to read.
After some great feedback from (you guessed it!!) Jenna, I’m now ready to submit my Evidence for review.
As you reflect on your practice, what are you most proud of this year? What evidence did you collect for TPEP? Write me a comment below!