Marketing Plan Part B Essay Example | Topics and Well Written Essays - 1250 words

Marketing Plan Part B - Essay ExampleThe Jacobs burnt umber computer storage will try to make sure that the customer gets a good experience as they consume the products of the business. This is why the Jacobs Coffee bring out has decided to use an app that the customer can use in choosing the design and nature of the product. Not many umber shops offer the customer with a means to be in command of the way he gets his product. This will be very useful in making sure that the customer is engaged and hold at Jacobs Coffee Shop.The business will have the name of Jacobs Coffee Shop. The name is inspired by a story in the bible where one person sold his inheritance for a bowl of well cooked soup. The soup that was served to him was so good that he could not resist and flush sold his highly valued inheritance just for one bowl. In this regard, the Jacobs Coffee Shop will provide its customers with such good coffee and beverage products that the customers will come back for more.Whil e the main product for Jacobs Coffee Shop will be coffee served at the coffee shop, Jacobs Coffee Shop will take advantage of the available market to make sure that it has more business. In this regard, Jacobs Coffee Shop will also offer deliveries especially to functions where coffee is needed in large quantities, at the request of the customer. As Gibson (2013) says, coffee shops must know how to exit their services in order to increase their revenues and profits.Word of mouth will be an important way to promote the business. All the initial customers will be asked kindly to spread the information about the shop to their friends and family. At the same time, to help the word of mouth strategy to work, there will be well designed colorful leaflets that will be made and each customer given a number of them to give to their friends and family.To engage the customers, the social media will be used. There are several social media that are available and they all offer both

Religious Differences in the Society Essay Example | Topics and Well Written Essays - 250 words

Religious Differences in the Society - Essay ExampleWe believe in the holy sacrament and repentance through the Holy Fathers who have been anointed among the chase to devote their lives for Gods service on earth. The Fathers are not allowed to marry or live with their families. Catholic sisters also do not marry. somewhat are professionals who serve the society throughout their life time. Being Catholics makes us a unique group in the society where majority are Protestants. They do not believe in the Holy mother of Jesus and in some instances we are traumatized when some of them casually claim that we worship idols. This is especially establish on the rosary that we use when praying. We understand quite well that we pray the same God with the Protestants but many are not convinced of the similarity. asunder from the general Protestant group, there is still further divergence between us and those among them who are Seventh Day Adventists. We are looked down as pile with shortfalls as regards worship of God. They believe in salvation on earth while we believe in salvation at the end of life. They also perplexity the credibility of celibacy among Catholic fathers and sisters, with many regarding it as disguise of evil actions.

STD Essay Example | Topics and Well Written Essays - 500 words - 1

STD - Essay ExampleThe spirochete Treponema pallidum (bacteria) is responsible for the said illness. This affection has the highest cases in urban populations, affecting persons with age 15-39, drug dependents, and those infected with HIV or Human Immunodeficiency Virus. Syphilis is usually acquired by humans through sexual contact. Infected mothers may transmit the infection to her fetus (prenatal syphilis). Moreover, if the disease is left untreated, it can progress into primary, secondary, latent and tertiary or late stage syphilis. Clinical signs and symptoms of syphilis depend on the stage of progression. Initially easy fluid-filled lesions or small cancres which may erupt on anus, genitalia, lips, tongue, fingers, nipples, eyelids or tonsils are observable then typically disappear 3 to 6 weeks after. About 8 weeks after, lesions or macules often erupt in areas of the trunk, soles, arms, palms, face and scalp. Other symptoms include anorexia, malaise, headache, nausea, weight loss, slight fever and sore throat. Gumma, a deep or dilettante nodule found in the bones, is one of the signs of late syphilis stage.

Dealing with Moral Issues in Health Care Assignment

Dealing with Moral Issues in Health Care - Assignment ExampleAs the report stressesthere was a belief that spirits restore diseases, which are caused as a result of divine punishment. Although, this concept is no longer accepted in the modern world, some of the religious beliefs and ideologies are spy to still hamper the lesson issues in health care, wherein spirituality persists in contrast to morality. Some Muslim patients still convey strong religious or cultural issues about modesty, especially when being treated by the opposite sex, as commonly observed among the followers of Buddhism, Hinduism and Judaism.From the discussion it is clear thata major proportion of Buddhists and Hindus can be observed as very rigidly vegetarian. For such patients, medicines produced from animals, is very much likely to cause problems, owing to the situation that such practices might be considered contradictory to their religious beliefs. The dietary problem is also very much likely for Muslims and Jews, as they refuse to accept pork or gelatin in their medicines. The Muslim patients may also question about alcohol based medicines and hand-rubs, which is strictly prohibited in their religion.Suggestively, religious concepts, hampering the moral issues in health care can be minimized or even made negligible by adapting certain changes in actions and thoughts of patients, motivating them to sour more flexible and rational towards medication.Social media networks can also be major tool to generate awareness among patients and deal with the above discussed moral issues.

Socrates guilty or not Essay Example | Topics and Well Written Essays - 1250 words

Socrates guilty or not - Essay ExampleSocrates was convicted with four charges which stated that Socrates studied things up above in the area and below the earth, and was capable of making the worse of the arguments appear as the strongest ones owing to his eloquence, which he denies upfront. Furthermore, Socrates was accused of corrupting the mind of the youth of Athens, this charge was a importee of the prior charges, and he was regarded as an evil doer, who made the youth follow in his evil plans all this three charges culminated in the claim of the prosecutors that Socrates denied their gods and on the antonym had created gods of his own, and thus called him an atheist (Academic.mu, 2010, 1). Socrates defended himself and negated all these claims however it is debatable as to whether he had managed to grasp the attention of the jurors, but even if he did, he angered them by proposing the alternate punishment for himself, which showed that he did not fear the jury or the prosec utors or death. Socrates responded to all these charges from the prosecutors in a detailed and complicated manner, which is rather confound and leads the people away from the actual context, like separate dialogues of Socrates narrated by Plato, such as Euthyphro (Jowett 2008).The response of Socrates managed to make the prosecutors to agree to his denial, he rounded the argument in such a manner as to confuse others. He claimed that the charges against him were false, and levied by people who were personally angered by Socrates, and they were not knowledgeable and wise, and were careless of their people, and did not actually worry about the Athenians, but rather the reputation damage that Socrates caused them by calling them unwise. In order to take revenge from Socrates and teach him and other people who deviate from their orders that they would not be spared by them or the court, and therefore the trial of Socrates resulted in a death penalty which was approved by the bulk of t he jurors. Socrates

Macbeth Assessment Essay Example for Free

Macbeth Assessment EssayMacbeth written in 1606 has proven to be one of Shakespeares close successful and popular get togethers. It wasnt just the plays that were popular William Shakespeare born 1564 is the most famous play writer in the world. He was born in Stratford upon Avon. He wrote 34 plays, Macbeth being just one of them. There are umteen reasons why Macbeth has proven to be so popular. It is the third shortest play written by Shakespeare, it is extravagant moving including wipeout, death penalty, deception, and betrayal. The play follows the story of a globe who was grand for power and turns to murder to get his own way. It has conserved its title as an exceptional play as it addresss to audiences both today and in Shakespeares quantify, by including factors that appeal to e very(prenominal)one. In Shakespeares time people would be intrigued by the supernatural, as they were xenophobic, they took a dislike towards the witches. They didnt understand them even t oday when we see a little more than about the supernatural it is still a topic people would like to know more about.The play counterbalances you want more. You want to find out if he was a good king or if he would really murder his best friend. It is an unpredictable play you dont know what is going to happen.Theatre going was very popular in the 1600s because not only was it for the rich the poor could enjoy the entertainment as well. Many people enjoyed the magic of the theatre, thats what made it such a success. The globe built in 1599 was one of the first theatres in London, it could seat over 3,000 people but sadly tragedy struck in 1613 when the undischarged fire of London burnt down the theatre along with many other famous landmarks. It was a great loss in everyones eye, so a year later the globe was re fixed. It cost 1,400 to rebuild. It didnt take long before the theatre had paid for its self as it was so popular.The poor people would nonplus in the pit they would only cave in to pay 1p but if it rained they would get wet, as there was no shelter. The rich people could sit around the sides where they would be able to see every affaire as the seats were tiered along the sides they were sheltered from the cold. They would have had to pay around 10p for their seat. As a variety of people accompanied the play would have to cater for a range of people. Not a play for the rich or poor.If the king didnt approve of they play he could block the performances. Shakespeares plays were clever they contained production line guts and gore. The monarchy and the political situation at the time had much to do with why the play had proven to be so popular. index throng the first was new to the throne, as Elizabeth had died. Elizabeth was a popular queen where as James the first had shown to be very disliked. They worried what king James would be like on the throne they were right to be worried King James was evil he burnt and tortured Catholics. The declining c atholic cosmos before long grew to hate him and in 1605 a spot was taken once morest him in hope he would die. Guy Folkes attempted to blow the house of parliament up in The gun powder plot fortunately for the king he was unsuccessful. He was later executed. A year later when Shakespeare was writing Macbeth he had to be very careful on what he included. If James the first did not like the play and took offence to it then he could have Shakespeare pop outed. Shakespeares presented the play in good light. He displayed Duncan the king as a good king whom people loved, James would have liked this as he thought it represent himself but really Shakespeare was covering James to be Macbeth.The play showed a warning if a man killed the king he would suffer a percentage as bad.The main theme of the play shows a man who is led to despair by his controlling wife.He starts as a loyal soldier serving his king to the very best. Due to his service he was made Thane of Cowdor, but that was no t enough for him and his power mad wife. They thought of an evil plot to kill the beloved Duncan. They arranged to kill him in his bed and make it look as if his own guards have killed him. They succeeded in their plot for greatness. Macbeth is crowned king. Duncans sons who would have been next to the thrown, but they fled as they thought they were suspects for the murder.Macbeth now had the taste for murder. He killed his best friend Banquo. Later he tried to kill Macduff a swearword soldier but was unsuccessful as Mac duff got away. Macbeth was mad by this and instead of trying to kill Macduff he killed his wife and children. How could a man be so cruel as he may have suffered the pain of a child being taken from his life. Macduff was on his way to England to grow an army thousands big. bird Macbeth went mad with guilt and killed herself. Once Macbeth heard news of the triumph against him he started to worry. He got ready for a fight he placed on his amour ready. When Macduff arrived they fought their way into Macbeths castle in Dunsinane. Macbeth fought till the very end until it became too much he suffered a soldiers death.The supernatural had a prodigious role in the play Macbeth. Macbeth included the supernatural, as the audience then were scared and shocked by it. They were scared of witches as they thought of them as bad. So when the play Macbeth was written Shakespeare included witches in the very start. This would have shocked the audience making them interested in the play from the very start. They would want to know what happened to them. Audiences now would be curious to see the supernatural and how the witches act. The witches cropped up several times in the play to keep the audience watching.The witches open the play when shall we lead carry through again, in thunder, lightning or in the rain? When the hurly burlys done, when the battles lost and won, that will be the set of the sun where the place upon the heathMacbeth is a very fast movi ng play, which included a lot of action. The play is short, it is so fast moving to keep the audiences attention. I judge the action and length were quite big to an audience. If the play were long and lacked action the play would be unpopular and found boring. Plays had to appeal to everyone it would be chief(prenominal) to keep them interested and as there would be peasants viewing they would have to cater for them. The p a great deal would have to be quite straightforward so the peasants could understand. The main events in the play link with each other. The witches have an important role in the play on the heath in act 1 horizon one and again in act 1 scene 3.They tell Macbeth and Banquo their future. The next important scene is Act 1 scene 5 when Duncan comes to stay with Macbeth to celebrate Macbeth becoming the Thane of Cowdor but sadly Duncan is brutally remove in his own bed. Macbeth is forced to do the deed by his crazed wife. consequently Macbeth is crowned king. The next important scene is when Macbeth gets Banquo killed and Banquos ghost comes to haunt him. Lady Macbeth tries to make excuses to cover his moments of madness. She tells the people not to leave, as this will offend him. Dray you keep seat. The fit is momentary upon a thought. He will again be well. If much you note him you shall offend him and extend his passion feeds and regard him not. The witches then appear again in act 4 scene 1. This time the witches didnt find Macbeth, Macbeth went to find the witches. He wanted to know more. So the witches tell Macbeth in words, which have a multiply meaning. This makes Macbeth thinks he is going to rule as king for a long time.Macbeth next tries to kill Macduff but is too late Macduff is already on his way to England to fetch an army to kill Macbeth. Then Malcolm can return as the rightful king. In rage Macbeth kills Macduffs wife and children. Meanwhile his own wife is going mad with guilt. She thinks she has a spot of Duncans broth o n he hand, which she cant wash off. This time lady Macbeth has turned out to be the one with feelings instead of being callas. She had always called Macbeth a coward for showing signs of feeling Are you a man? he often tries to prove himself. What man dare, I dare Lady Macbeth becomes so deranged she kills herself. Then we meet the biggest scene, act 5 scene 3 at Dunsinane castle. Malcolms army fight there way into Macbeths castle to return the rightful king to the thrown.Many play writers would have included guts and gore to surprise the audience. If all plays were written about love and everything was perfect plays would become boring. Showing guts and gore with lots of action would keep the audiences interested.The technology back then wasnt that good not compared with today, but audiences back then would be impressed by Shakespeares use of ambuscade doors and fake blood. The trap doors would be used for the witches and Banquos ghost to appear and disappear. This would reflect t he power of the witches . They may have lowered Banquos ghost down on a rope to make it look as if it was floating. Many of these effects are still used today while doing performances of the play. The goriest bits in the play would be the murder scenes. Especially the scene with Duncan they would have used a lot of fake blood.Macbeths character forms quite significantly during the play he starts off as a loyal soldier dedicated to his king. He changes after his first meeting with the witches, once he knew his destiny he would do anything to get it as curtly as he could. The witches told him he would be thane of Cowdor, and then he would be crowned king. His power mad wife often challenged his position. Why do you make such faces Macbeth showed feeling he didnt want to kill Duncan but callas Lady Macbeth drove him to it That I may pour my spirits in thine ear and even off with the valour of my tongue this shows the power she had over him. Macbeth is good not evil yet I do fear thy nature, it is too full othmilk of human benevolence Where as Macbeth is a gentle person. Lady Macbeth calls upon the spirits to make her evil enough to commit murder.Come you spirits that tend on mortal thoughts, desex me here and fill me from the crown to toe top full of direst cruelty make thick my blood. The planning of Duncans murder was quite disturbing Lady Macbeth proves her callas feelings. The death is like a challenge. Art thou afeared to be the same in thine own act and valour as thou art in desire? She accuses him of breaking promises, that he isnt strong enough to accept the challenges wouldst thou have that which thou esteemst the ornament of life, And youre a coward in thine own esteem Macbeth braves himself as a man and accepts the challenge I dare do all that may become a man, who dares do more is none Lady Macbeth shows somewhat feeling like the feeling she may once have had for her child I have given suck and know how tender tis to love the baby that milks me. I would, while it was smiling in my face, have plucked my nipple from his boneless gums and dashed the brains out, had I so sworn to you have done to this Her feelings soon turn evil as she says to Macbeth she would rather kill her child than break her promise. There was also many reasons why Macbeth shouldnt kill Duncan Hes here in double trust first I am his kings man and his subject, strong both against the deed then, as his host. Who should against his murder shut the door, not bear the knife myselfthis Duncan been so clear in his great office Macbeth was related to king, he was Duncans host. Duncan was a good king if Macbeth went ahead with the murder he could loose everything.It was worse to kill a king than anyone else. It was a huge sin against god. God chose who was to be king. Lady Macbeth made most of the plans for the murder, she controlled Macbeth. She told him when and how to commit Duncans murder. Macbeth said the dagger showed the way to Duncans room. The dark for D uncans death was perfect. Crows searched the courtyard a sign of death. An owl shrieked anther sign that evil was in the air. When Duncan had retired to his room and the guards had fell asleep Macbeth brutality stabbed Duncan in the chest with a dagger.Macbeth returned out of Duncans room with the evidence in his hand. He refused to re-enter the room so lady Macbeth took them back in the room and put the blood of Duncan on the guards face to make it look like they had killed Duncan.Macbeth didnt prove to be a very good or popular king. Many people didnt wish him. He lost many of his friends especially his supposed best friend Banquo whom he had killed as he suspected Macbeth had killed Duncan. Later at one of Macbeth banquets, he started to talk to a ghost that wasnt even there. Lady Macbeth tried to cover it up.The second meeting with the witches as deliberate they told Macbeth words with double meanings. They told Macbeth he would be king until the wood moved. Macbeth thought he was safe, as wood couldnt move. The witches tricked Macbeth so the audience would see the witches as evil. Macbeth wasnt much better himself the most loyal thing he did while wearing the crown was suffer a soldiers death. He died a lonely man his wife had gone crazy and killed herself she jumped of the castles balcony. The audience views Macbeth would change at different points in the play. They would see him as a loyal soldier but then he turned evil but he still had some feelings he didnt want to kill Duncan he was bullied by his wife. After the dirty deal was done he never returned from the evils scheming.In expiry I think Macbeth is a very good play. It is a fast moving play. Which includes love, deception, and murder. Aspects that would appeal to all audiences. The audience would be relieved that justice was done. By including these features I feel that Macbeth has proved the test of time as one of the best plays of all time. Many theatres today still make reproductions of the play. I think Shakespeare truly has lived up to his title as a great play writer.

Teacher Evaluation Essay Example for Free

T individu altogether(prenominal)yer Evaluation EssayTeacher valuation is a complex outgrowth. It is a series of activities and actions that atomic number 18 interconnected and ultimately related to a specific purpose. Day to day, instructors deal with complex problems and from this, they should be evaluated as passe-partouts which means that their standards should be developed by their peers and their military rating in turn instruction on the degree in which they solve professional problems. While not al styles true, the emphasis of these evaluations should be on their cleverness to teach and not them as sole individuals, while taking into consideration the involvement of the over all educational process. The general rule of thumb is that the evaluation process typi call take awayy involves preparation, mirror image, data collecting, reporting and most importantly, follow-up. Though each of these serves a specific purpose throughout the overall evaluation process, wh en missing just iodine, an otiose evaluation systems being to resonate. all over clip, in stiff instructor evaluation systems squander be get on with more costly than effective overall strategies. In most cases, teacher evaluation programs contain inferior material because they neither emend a teachers instructional skill, nor do they permit the dismissal of incompetent teachers. These points fiddle into clear perspective the need for effective teacher evaluation policies, and the need for boards and administrators to examine these practices with a view to improve learning opportunities across different situations. cover charge in 2001, Patricia Hopkins became superintendent of the Five Town CSD and Maine School Administrative District 28 in Camden Rockport with one of her first tasks being to review additive evaluations of all the teachers in the two districts. What she discovered troubled her, but yet this did not surprise her at the same time. As she read through the ev aluations, she found that numerous were full of valentines her word for vague, meaningless praise and largely deprived of constructive criticism or concrete feedback. Hopkins believed that teacher evaluation held great potential to improve instruction, so she set out to eliminate the valentines by strengthening the market-gardening and structures supporting teacher evaluation in district schools (Kane, Taylor, Tyler, Wooten, 2010).In recent forms, the blot on teacher evaluation has intensified. For myself, this was something of a topic that I initially gave little to no accountability towards until viewing Waiting For Superman this semester. With this inside figure into an exhaustive review of humans education with its methodically dissecting the system and its seemingly intractable problems, now more than ever is the overall review of teachers performance a must in our academic communities. With dissecting that the teachers effect on student learning and acquisition, prac titioners, policymakers, and researchers atomic number 18 beginning to call for boosting the judgment and quality of a teachers evaluation. From this, we are starting to see the track record for evaluation and how the increasing consensus that teacher evaluation could mulct an important part in improving teaching and learning.During the last wave of efforts to strengthen teacher evaluation back in the 1980s, most initiatives died on the spot. This time around, however, at that place may be cause for more optimism. Key changes in the education world may make it easier for broad-scale improvement efforts to take hold. Moreover, some schools and districts, equivalent those Hopkins leads, keep up already interpreted steps to more tightly link teacher evaluation with instructional improvement and increased student learning, along with implementing objective consequences for those who perform superbly and for other teachers who perform poorly.Time and again, analyses of summationa l evaluation ratings of teachers show that the vast majority of teachers in any school, district, or state are rated above sometimes well above average (Donaldson, 2009). Although it is possible that all teachers are above average in some schools, there is generally more variation in teacher effectiveness within schools than betwixt them. Thus, any school low performing or high performing, wet suburban or under resourced urban is likely to employ more underperforming teachers than its evaluation ratings suggest (Hanushek, Kain, OBrien, Rivkin, 2005). In fact, both principals and teachers believe that teachers are less effective than ratings indicate which ultimately leads to inflated ratings of teachers and this reflects the following problems that seriously limit the extent to which evaluation could improve instruction and achievement.Poor Evaluation Instruments Systems have tend to strain what can be measured, not necessarily what matters. In turn, evaluation instruments ha ve traditionally required evaluators to fashion for things that they can easily be checked off (such(prenominal) as the neatness of bulletin boards), but that may not indicate high-quality instruction.Limited District Guidance Districts typically give little direction regarding what evaluators should look for. Instead of providing guidelines or rubrics that detail the substance of evaluations, districts are more likely to set out time lines and explain processes (Koppich Showalter, 2008).Lack of Evaluator Time Evaluators, normally school administrators, report having insufficient time to conduct thorough and accurate evaluations. As the reporting requirements for schools have increased, evaluators time has become scour scarcer.Lack of Evaluator Skill Evaluators often lack specific knowledge about the content areas in which they evaluate teachers, especially at the secondary level. Moreover, professional development for evaluators is not frequent or comprehensive.Lack of Evaluator Moral Fiber Principals are not always held accountable for conducting rigorous evaluations. A culture of nice pervades schools, suppressing critical feedback and encouraging principals to rate all teachers above average.Absence of High-Quality Feedback for Teachers Even though teachers express a strong desire for more concrete, luxuriant feedback, evaluators generally do not provide it after their observations ( modern Teacher Project, 2009).Few Consequences Attached to Evaluation Because there is little variation in the teachers summative evaluation ratings, teachers who teach exceptionally well cannot be identified or rewarded. At the same time its difficult to identify, if needed, those who struggle (New Teacher Project, 2009).Despite the deep, longstanding grow of these problems, the challenges might be easier to overcome than they appear. Currently, we know more about the links between teaching and learning than at any time in the ago (Donovan Pellegrino, 2003). We know, f or example, that explicit instruction in the alphabetic principle is a key component of effective reading instruction (National Reading Panel, 2000 Snow, Burns, Griffin, 1998). This knowledge enables evaluators to determine whether such instruction is occurring. In addition, the teacher workforce is undergoing a massive transition as baby boomers retire and individuals in their 20s 30s enter teaching. There is some indication that new teachers today differ from the retiring generation (Johnson Project on the Next Generation of Teachers, 2004). Surveys suggest that they are more open to differential recognition and rewards than are their retiring counterparts. Finally, teachers unions, long perceived as a major barrier to the improvement of teacher evaluation, have shown an increasing openness to collaborating with districts to improve the appraisal of teachers (Johnson, Donaldson, Munger, Papay, Qazilbash, 2009 Weingarten, 2010).Another sign of hope is in the districts that are already making strides and progressing towards tightening the link between teacher evaluation and improved instruction and potentially achievement. While dissecting the above situation, along with two other districts, I was able to obtain different a give away understanding on different steps taken toward mitigating some of the current problems in teacher evaluation. These approaches represent a new direction in evaluation that, if it spreads, can transform teaching and learning.In Ohio, Cincinnatis Teacher Evaluation System exerts an influence on instruction and potential stronghold on student achievement (Kane, Taylor, Tyler, Wooten, 2010). This evaluation system grew out of a 1997 collective bargaining agreement between the Cincinnati Board of Education and the Cincinnati Federation of Teachers. Through careful study and advice from experts in research and practice, they were able to develop a program for its 58 schools and approximately 2,200 teachers that provides a clear e valuation system and structure that mitigates some of the common problems with teacher evaluation.Using Charlotte Danielsons (2007) framework as a guide, Cincinnati has built its evaluation criteria on 16 standards that are prominent within four specific domains (1) Planning and Preparing for schoolchild Learning, (2) Creating an Environment for Student Learning, (3) Teaching for Student Learning, and (4) Professionalism. Overall, this system devotes considerable time and resources to providing professional development on these standards.From this, teachers in the district can apply for a three-year term as an evaluator or a consulting teacher. Through this process, teacher evaluators are obligated to conduct three observations, while administrators conduct one of the tenured teachers four formal observations during the comprehensive evaluation cycle, which tenured teachers undergo every five years. Two of the observations are announced, and at least two are followed by post-obser vation conferences with evaluators. New teachers and struggling veterans are evaluated under a different, but related system. The districts Peer Assistance and Evaluation Program assigns consulting teachers to these teachers these consulting teachers usually also serve as evaluators for other teachers, but they evaluate new or struggling teachers more frequently.This system reduces the time problem many evaluators face by dividing evaluation responsibilities between teachers and administrators. Each full-time evaluator typically has a caseload of 1825 teachers. With them focused on evaluating and assisting their peers, these individuals have the time to conduct high-quality evaluations and provide useful feedback to teachers. New consulting teachers and teacher evaluators receive 1011 days of fostering before starting their work, where as continuing evaluators receive five days of training each summer. Before their first term, all evaluators and consulting teachers must pass an eva luator certification test that requires them to assess instruction using the systems rubrics and demonstrate their reliability as raters. Over the course of the school year, consulting teachers and evaluators receive two hours of training every other week to review evaluation standards and calibrate scoring. After three years in their role, consulting teachers and teacher evaluators return to full-time teaching positions, which keep their knowledge of teaching and learning current.Looking at a different approach, some charter schools have also attempted to make teacher evaluation a more powerful tool for instructional improvement. One charter management organization in the northern United States, a successful remunerationwork of 15 urban schools serving high percentages of low-income and minority children, has done so by deemphasizing formal summative evaluations and focusing instead on ongoing informal evaluation and feedback (Donaldson Peske, 2010). In this organization, teacher s receive one-on-one and small-group coaching from administrators on a weekly or biweekly basis, as well as a midyear summative evaluation. The coaching is differentiated according to the teachers needs and aimed at developing teachers skills over time. For the summative appraisal, evaluators and teachers complete a same six-page appraisal form that focuses on the organizations Aspects of Instruction, which covers such approaches as differentiation and checking for understanding.Comments on the appraisal do not plain reflect a short period of formal observation, as those of some evaluation systems do. Instead, the document prompts both the teacher and evaluator to reflect on all the work the teacher has done so far for that academic year. Thus, evaluators may draw on all their observations of the teacherinside or outside the classroom, sketch or sustained. This includes not only classroom instruction but also non-instructional contributions to aggroups and committees they hold r esponsibility towards, along with the school as a whole. With all of this taken into accountability, teachers reported spending three to five hours preparing these documents and another 90180 minutes debriefing with their evaluator (Donaldson Peske, 2010).With having generally more flexibility than traditional public school, the charter organization enables administrators to spend considerable time observing, evaluating, and coaching teachers by keeping the teacher to evaluator ratio quite low approximately six teachers to one administrator. The organization has also strategically aligned personnel to handle certain administrative tasks so that principals can focus on instruction. Furthermore, an operations team handles facilities management, budgeting, certification, and ordering. In turn, a dean of students manages student behavior challenges, an intervention coordinator organizes school wide data and testing, and in some cases, an executive assistant coordinates activities with teachers and students and fills in where bare help is needed.The organization lives by the principle that, as one teacher noted, Feedback is a gift. A key part of professional development focuses on training teachers and leaders to have difficult conversations, which sometimes occurs during the evaluation of debriefs. One principal explained that her school has adopted specific norms such as staying on your side of the net and not stepping over and making claims on the other person that helps to depersonalize potential disagreements. Another principal said that in the process of hiring teachers, he measuredly gives them critical feedback on their demonstration lesson to see how they handle constructive criticism (Donaldson Peske, 2010). Evaluators receive training in how to deliver feedback in such a way that their suggestions will be implemented. They learn to give concrete and specific feedback that teachers can immediately respond to. Evaluation and coaching sessions delibera tely focus on one or two major issues a teacher needs to work on and are anchored in student data, often the organizations benchmark assessments. This ultimately narrows the focus on changes that teachers need to make to be effective.Finally, the Five Town CSD and Maine School Administrative District 28, under Patricia Hopkinss guidance, have also strengthened their evaluation systems (Kane, Taylor, Tyler, Wooten, 2010). Hopkins notes, I have seen a shift. People arent just saying youre doing great. Theyre posing questions and making recommendations to help inform teachers efforts to improve instruction.This shift has come about in large part as a result of the districts efforts to solve one typical problem of evaluation systems lack of evaluator will. untimely on, Hopkins decided to increase evaluators accountability for completing high-quality assessments. First, she posted a calendar in her office showing the names and due dates of all teacher evaluations throughout the distri ct. This calendar enabled her to keep track of and follow up with evaluators during the school year. Administrators must conduct at least two observations each year for first and second-year teachers and one every third year for teachers on a continuing contract. The evaluations themselves are based on both these observations and such factors as promptness and accuracy of reports and evidence of professional growth. With this in place, administrators in turn meet with teachers before and after the observations and evaluations to help get through the outcomes. Second, Hopkins and the assistant superintendent began to conversationally observe all first and second-year teachers in the district. This practice of providing another set of eyes helps school-based administrators to be more critical. In some cases, Hopkins said, the informal observation led to additional observations of teachers and more in-depth conversations with administrators.Lastly, Hopkins has required principals to s hare their draft evaluation reports with assistant principals and vice versa before the post observation conference with the teacher. This sharing has enabled administrators to clarify their expectations, maintain consistency with one another, and ensure that their commendations and recommendations for improvement are appropriate.