Observations & Evaluations 

NYS Certification for Lead Evaluators of Teachers - New Leaders

Deb Weisel

Begins October 19, 2021 | 8:30-10 a.m.

Virtual via Zoom

Designed for lead evaluators new to leadership and in need of the required Lead Evaluator Training. These sessions are for new administrators who have not been previously trained. 

Using the Double Role Play: A Hands-on Workshop for Leaders Conducting Observations

Kim Marshall

October 20, 2022 | 8:30-11:30 a.m. 

Virtual via Zoom

Participants will assess feedback that has the greatest potential to be well received by the teacher and result in instructional improvement going forward. Participants will receive feedback from their peers on their delivery, and the roles will reverse so that all participants have an opportunity to share in the practice. This is a very powerful process that puts people on a steep learning curve of improvement. 

NYS Re-Certification for Lead Evaluators of Teachers

Debbie Weisel

Virtual via Zoom

Designed for lead evaluators who have been previously trained and need re-certification. This workshop will review the 9 essential elements for teacher evaluation as per regulation. Choose either Cohort 1 or 2. 

Cohort 1

October 20, 2022 | 8:30-10 a.m.

December 1, 2022 | 8:30-10 a.m.

NYS Certification for Lead Evaluators of Principals

Ralph Napolitano

Nov. 15 & Dec. 6, 2022 | 9:30 -12 p.m.

In-Person at PNW BOCES

The workshop guides participants through the important steps leading up to the written observation report required for all district principals. The workshop fulfills district and NYSED requirements.

Rethinking Differentiation

Kim Marshall

January 11, 2023 | 9-11 a.m. 

Virtual via Zoom.

What is the problem to which differentiation is the solution? Clearly it's the diversity of achievement levels and other variables in any classroom, which challenges teachers to meet all students' needs. The conventional approach is to differentiate by content, process, and product, but that is a daunting challenge for teachers. Marshall addresses working strategically to make students increasingly self-reliant, so students continuously monitor their own performance and self-differentiate toward mastery of content and skills.