eq-ees-teacher-evaluation

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MDQ 7.34 The teacher applies consequences for not following rules and procedures consistently and fairly Teacher Use nonverbal signs for inappropriate behavior (eye contact; proximity; tap desk; shake head) Uses verbal signals for inappropriate behavior (says stop; says rule is broken) Uses contingency consequences; involves home; direct cost consequences Teacher Uses verbal & non-verbal signals (smile; nod of head; high five; says thank you) Notifies home with compliment; uses reward or certificate of merit; token economies Teacher Does not exhibit extremes in positive or negative emotions; is calm and controlled Does not demonstrate personal offense at misbehavior or inflammatory issues Student Ceases inappropriate behavior when signaled to do so Accepts consequences as a part of the way the class is conducted Can describe the teacher as fair in the application of rules MDQ 7.35 The teacher consistently and fairly acknowledges adherence to rules and procedures Student Appears appreciative of the teacher’s acknowledgement Number of students adhering to rules increases MDQ 8.38 The teacher behaves in an objective and controlled manner Student Is settled by the teacher’s calm behavior Describes the teacher as in control of self and class; does not hold grudges or take personally
Teacher Growth Guide 1.5 – Marzano Strategies Standard 1: Content knowledge aligned with appropriate instruction. Quality Indicator 5: Diverse social and cultural perspectives Emerging Developing Proficient Distinguished 1E5) The emerging teacher… 1D5) The developing teacher also… 1P5) The proficient teacher also 1S5) The distinguished teacher also… Facilitates students’ ability to develop balanced, diverse social and cultural perspectives by recognizing personal bias in lesson design. Designs instruction that incorporates global perspectives about national/regional/ethnic contributions to, and cultural differences/interpretations of the discipline. Builds background knowledge from a variety of perspectives critical to fostering innovation, solving global challenges, and assuring a healthy democracy. Score = 0 1 2 3 4 5 6 7 (MDQ) Not Using Strategy is called for but not exhibited Beginning Strategy is done incorrectly or with parts missing Developing Strategy is done correctly Applying Strategy is done correctly and its impact/effectiveness monitored Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). Facilitates student action to address real-world problems from a variety of perspectives related to the discipline that improves their community and/or world. Innovating Adapts/creates new strategies for unique student needs/situations MDQ 4.21 The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them to generate and test hypotheses Teacher Establishes the need to generate and test hypotheses Organizes students into groups to generate and test hypotheses Student Can describe the importance of generating and testing hypotheses Can explain how groups support their learning and help them generate and test hypotheses MDQ 4.22 The teacher engages them in complex tasks (decision-making, problem-solving, experimental inquiry, investigation) that require them to generate and test hypotheses Teacher Engages students with explicit tasks (decision-making, problem-solving, investigation, etc.) Facilitates students generating their own or group task requiring generating and testing Student Clearly are working on tasks and can explain the hypothesis they are testing Can explain whether their hypothesis was confirmed or disconfirmed MDQ 4.23 The teacher acts as a resource provider and guide as students engage in cognitively complex tasks Teacher Circulates the room and provides easy access to himself/herself Volunteers resources and guidance as needed by entire class, groups, or individual students Teacher Structures mini-debates about the content Has students examine multiple perspectives and opinions about the content Elicits different opinions on content from members of the class Student Seeks out the teacher for advice and guidance Can explain how the teacher provides assistance and guidance MDQ 5.30 The teacher uses friendly controversy techniques to maintain student engagement Student Engages in friendly controversy activities with enhanced engagement Describes friendly controversy activities as stimulating, fun, etc. Explains how friendly controversy helped them understand content better MDQ 8.36 The teacher uses students’ interests and background to produce a climate of acceptance and community Teacher Has side discussions with students about events in their lives or topics of interest Builds student interests into lessons Student Describes teacher as someone who knows them & is interested in them; accepts them Responds that teacher demonstrates understanding of their interests and background
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Teacher Evaluation Missouri’s Edu
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Teacher Evaluation Protocol Introdu
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principal, has identified Indicator
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Alignment Of Evidence In this illus
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learning goals based on their own r
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Also provided is a document called
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GOAL - Mrs. Johnson describes her g
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Example On several occasions, Mrs.
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Follow-up Score - 4 Growth Score -
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The first 1 ½ pages of the summati
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Example Mrs. Johnson’s administra
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Step 7: Reflect and Plan Rationale
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New Teacher Protocol The entry into
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Baseline data, observed and gathere
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New Teacher Feedback and Evaluation
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Growth Opportunity - checking this
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Growth Guide Missouri’s Educator
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Teacher Growth Guide 1.1 Standard 1
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Standard 2: Student Learning, Growt
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Standard 3: Curriculum Implementati
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Standard 4: Critical Thinking Teach
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Standard 4: Critical Thinking Possi
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Standard 5: Positive Classroom Envi
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Standard 6: Effective Communication
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Standard 7: Student Assessment and
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Standard 8: Professionalism Quality
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Standard 8: Professionalism Possibl
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Standard 9: Professional Collaborat
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Sample Student Survey Questions (fo
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Sample Survey Question Alignment Mi
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8. My child’s teacher regularly g
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Growth Plan Missouri’s Educator E
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Professional Growth Plan for Identi
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Improvement Plan for: Identify Indi
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Missouri's educator evaluation syst
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Summative Evaluation Form Missouri
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Standard 8: Self-Assessment and Imp
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New Teacher Feedback Forms Missouri
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1 st Year Teacher Practices - Augus
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1 st Year Teacher Practices - Novem
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1 st Year Teacher Practices - Febru
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1 st Year Teacher Practices - June
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MD3.54 The teacher monitors and cha
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Standard 8: Professionalism Teacher
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Research and Proven Practices of Dr
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Hattie: Visible Learning Rank / Eff
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Direct Instruction (d=0.82) Title D
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Title Description Remediation Feedb
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Title Description Home Factors (d=0
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Computerassisted instruction (d=0.3
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Teacher Growth Guide 1.1 - Hattie R
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Growth Guide 1.2 - Hattie Research
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Standard 1: Content knowledge align
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Growth Guide 1.5 - Hattie Research
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Study Skills (.59 effect size) Deve
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Meta-cognitive strategies (.69 effe
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Standard 4: Critical Thinking Growt
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Introduction to Teach Like a Champi
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Lemov: Teach Like a Champion ST 1 S
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18. Check For Understanding 21. Tak
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Building Character And Trust 39 MO
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Growth Guide 1.1 - Teach Like a Cha
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Technique 18: Check for Understandi
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Technique 32: SLANT Key behaviors t
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Technique 13: Name the Steps Subdiv
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Stock Questions Similar sequences o
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Technique 43: Positive Framing Make
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Technique 33: On Your Mark Show stu
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Technique 45: Warm / Strict At exac
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Teacher Technique 49: Normalize Err
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Technique 44: Precise Praise Use po
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Technique 10: Double Plan It’s as
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Technique 32: SLANT Key behaviors t
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Technique7: 4 Ms A great lesson obj
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Change the Pace Use a variety of ac
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Clear and Concise Used to improve t
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Every Minute Matters Time is water
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Technique 21: Take a Stand Push stu
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Technique 33: On Your Mark Show stu
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Technique 45: Warm / Strict At exac
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Technique 15: Circulate Moving stra
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All Hands Shift rapidly among and i
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Technique 28: Entry Routine Make ef
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Technique 21: Take a Stand Push stu
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Technique 26: Everybody Writes Set
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Technique 18: Check for Understandi
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Standard 8: Professionalism Growth
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Standard 8: Professionalism Growth
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