The following is an extension to the TASSP/TASA Summer 2016 Workshop Presentation on Leadership Strategies for Successful TTESS Implementation
The challenge for school leadership is twofold: help teachers see evaluation as a physical examination, not an autopsy AND believe that every teacher can develop their own sense of evaluative consciousness.
Consider the concept of “evaluative consciousness” as the goal of the evaluation process. Evaluative consciousness describes how accurately an individual sees themselves within an evaluative process, demonstrated by reflection and a growth mindset.
As an evaluator, our goal is to enhance evaluative consciousness. As evidenced by the graph above, relatively few individuals require a directive approach. If strong performance or strong evaluative consciousness is evident, why not start with questions and opportunities for reflection?
Asking open-ended, positive pre-supposition questions upholds a high expectation, mutual respect, and shows a coaching mindset. A coaching mindset strengthens evaluative consciousness. A stronger sense of evaluative consciousness leads to self-directed and more lasting change because it comes from them, not us.
Here are the slides from the Summer Workshop Presentation: TASSP 06.16.16
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