The Lamoille South Supervisory Union honors and respects that the teaching professionals are the most important factor contributing to student and school success. We recognize that the act of teaching is far more complicated than implementing a variety of strategies or a checklist of teacher behaviors. We recognize that the landscape and environment in which teachers are expected to teach and students are expected to learn is dynamic, changing, and unpredictable. It is therefore understood that the pursuit toward being a great teacher is a quest, a journey in which every teacher continues to develop, and a destination which remains on the horizon. To support the growth and development of all educators, to provide robust colleagueship, support, and reflection to all teachers regardless of years of service, and to honor the reality that teaching does not occur in isolation but through teaming, collaboration, and colleagueship, we have designed a differentiated model of supervision and evaluation.
This level of support is provided to all newly hired professionals in an LSSU school. During the cycle of support provided in Group 1, teachers will set goals in relationship to a modified Framework for Teaching rubric. This rubric was modified to identify the dimensions and elements most significant for student success and achievement. It is intended to help the new hire focus on those dimensions and elements which are truly essential and to allow the principal the ability to provide focused support and feedback to a smaller number of components. Supervision and feedback is provided by the principal with collaborative support by a trained teacher mentor.
Once a teacher has demonstrated the minimum achievement level for all of the components of the limited Group 1 rubric, the teacher will continue to be supported using the entire rubric of Framework of Teaching. While in Group 2 teachers receive support from their principal and colleagues, the Group 2 process is highlighted by independent engagement with the Plan, Teach, Reflect, Apply cycle. Teachers are expected to complete goal setting and develop a plan for professional growth. Evidence collection to demonstrate growth and improvement will be specific to the determined goal. Additional evidence for reflection will be provided by formal and informal observations by the principal.
Teachers who possess strong goal setting and reflective skills and who have been trained to provide effective feedback (mentor training) to colleagues can engage in peer support supervision. In Group 3, teams of teachers can engage in the Plan, Teach, Reflect, Apply process collaboratively. Teachers can create professional learning teams around common goals or agree to provide individual observation and feedback to one another. Each teacher must collect evidence of growth and improvement toward the specified goal, including evidence demonstrated by student work. Evidence and feedback from formal and informal principal observations may contribute to, but not be relied upon, as a means of demonstrating progress toward the specified goal.