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I thought as long as this came up, I'd share what we do. Until about 4
years ago, we did the typical format with principal input. Mine were
always fine, but I did realize that my principal had no idea what to
really look for. He really wanted the kids 'happy' and working. (
That's what art class is for right?....) Once we went to the Baldridge
process, we began using Professional Growth forms in which the teacher
states, in writing, his or her goal for the next 1,2, or 3 years. There
has to be a rational of sorts, and a time frame with indicators of
progress. For example, one year, when my schedule allowed I did an art
club., Another year, to create units on Mayan and Aztec art for the
students. Now I know most of you and so do I just do these things
anyway, but I figured as long as I was doing it, I'd make it worth my
professional growth while. This year, I rec'd some interdisciplinary
units from Crizmac (grant$) and so I wrote that I'm going to create a
format that ties them in with each specific lesson to the respective
grade level and correlate the standards to them. A handy reference
sheet for me to refer to when I'm doing the lessons in the future and
to be able to tell anyone who's interested which standards the lesson is
addressing. ( This came up because one of my principals said that the
kits didn't go alond with any curriculum in our elementary school ( give
you an idea where HE's coming from??) Anyway, It's an interesting twist
to the eval process. I don't mind it, but it does take time to write
all of this up so that someone else can understand it, ( Namely the
Principal). By the way, I know that alot of you already do this so if
you have any info to share, I'd appreciate it. I graduated a bazillion
years ago and things have changed alot since then. I have rec'd no prof
development from my school system and have worked hard to keep up with
new trends. This list helps alot with that!!! Thanks for listening,
Betsy

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