Follow Us On Twitter Join Blake Alumni on Facebook Join the Blake LinkedIn Group

ETI for Experienced Teachers

  • Annual Program
    The vast majority of Blake teachers are highly capable, experienced teachers who strive continually to improve their practice. These teachers thrive in an environment that provides time, collegial support and resources for them to focus their efforts on those aspects of their practice the draw their attention. To that end, we have developed the following plan, which incorporates many aspects of the Professional Development Program.

    During the first month of school, faculty are expected to review ETI materials, self-assess and set goals that they will discuss with their ETI partner(s). A Fall Reflection and Goal Setting Form (PDF WORD) will be provided for this purpose. Division administrators will set aside time for faculty to share their self-evaluations and goals with their ETI partners. In the early fall, these teachers will share their goals with the designated divisional administrator, either orally or in writing, or both.

    Over the course of the year, each faculty member observes his/her partner(s) at least once in the fall and once in the spring. Teachers are strongly encouraged to use the Brief Pre-Observation (PDF WORD) and Post-Observation (PDF WORD) Forms to guide conversation about the class observed. In addition, observers will find the Observation Forms useful for note-taking. ETI partners benefit most from a confidential and non-evaluative relationship. Division administrators set aside time, where possible, for ETI partners to collaborate.

    In late spring all faculty members reflect on goals, and meet with their ETI partners.

    At the end of the school year, the designated administrator will craft a written response to each faculty member’s Enhanced Spring Reflection and Discussion Form (PDF WORD). A signed copy of this form will be placed in the faculty member’s permanent file and another will be returned to the faculty member.

  • Enhanced Performance Review for Experienced Faculty in Good Standing (To Take Place Every Three Years)
    Each year, approximately one third of all veteran faculty members in good standing undergo a performance review. During this time, each faculty member works closely with his/her Division Director (and their PK-12 Department Chair at the US and MS, if their department has one) to co-construct a plan for his/her performance review. Even though this is a formal evaluation, the goal remains the same as for all veteran faculty in good standing: to support their growth and provide helpful feedback to them as professionals. Division Directors will work with faculty to determine or assign teachers for performance review.

    At a minimum, this enhanced performance review will include the following:

    • In the early fall, each faculty member involved in an enhanced performance review will meet with his/her Division Director or Assistant Director, and perhaps the Department Chair (in US and MS). Prior to this meeting, the faculty member and the administrator will consider the teacher’s performance based on the ETI criteria (using the Framework or Pathwise, as needed). In addition, the teacher will complete a Fall Reflection and Goal Setting Form (PDF WORD). The teacher and his/her administrators will then meet to review their initial perceptions about the teacher’s performance and to isolate any discrepancies or areas of professional practice about which too little is known. Together they will determine the evidence that needs to be gathered to better understand the teacher’s performance.
    • At a minimum, the administrators will conduct two formal observation cycles, with teachers completing either the Brief Pre-Observation (PDF WORD) and Post-Observation (PDF WORD) Forms or Instructional Planning and Reflection Form (PDF WORD). Following a formal observation, the administrator(s) will either (1) offer a written summary of their observation and make themselves available to meet with the teacher at his/her request, or (2) meet with the teacher to discuss the class visit. At the LS, teachers will be observed by the administrator they are assigned to work with (Barry, Julie or Sherry), and when appropriate, Departmant Chair. At the MS and US, teachers will be observed by their Division Director and their Department Chair (for those in departments with PK-12 Chairs).
    • At the end of the school year, these faculty members will meet with their designated administrators to talk about their year and their performance. Prior to this meeting, the faculty member will complete an Enhanced Spring Reflection and Discussion Form (PDF WORD). Following the end of year meeting, the Division Director will craft a written performance review with the help of the Department Chair, where applicable. The teacher will sign off on this evaluation, write a response if s/he would like to, and the performance review (and response, if provided) will be placed in the teacher’s permanent file.