eq-ees-teacher-evaluation

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MDQ 8.37 When appropriate, the teacher uses verbal and nonverbal behavior that indicates caring for students Teacher Compliments on academic/personal accomplishments; uses informal conversations Uses humor, smiles, nods, puts hands on shoulders when appropriate Student Describes teacher as someone who cares about them Responds to verbal and nonverbal interactions
Standard 2: Student Learning, Growth and Development Teacher Growth Guide 2.1 – Marzano Strategies The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. Quality Indicator 1: Cognitive, social, emotional and physical development Emerging Developing Proficient Distinguished 2E1) The emerging teacher… 2D1) The developing teacher also… 2P1) The proficient teacher 2S1) The distinguished teacher also… also… Knows how to address developmental factors when making instructional decisions. Applies understanding of child/adolescent growth and development markers to implement instruction that fosters development in students. Uses knowledge of individual growth and development to monitor and chart learner’s progress toward goals in each domain to meet current needs and lead to the next level of development. Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). Models and shares with colleagues an effective, continuous instructional cycle that assesses individual performance, identifies needs and provides instruction promoting individual advancement in each domain. Score = 0 1 2 3 4 5 6 7 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 Innovating Adapts/creates new strategies for unique student needs/situations MDQ 1.1 The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal Teacher Posts a learning goal so all students can see it Uses a goal that is a clear statement of knowledge/information, not an activity or assignment Makes reference to the goal throughout the lesson and may use a scale or rubric Student Can explain the learning goal and how current activities relate to it Can explain the levels of performance articulated in the scale or rubric MDQ 1.2 The Teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment Teacher Helps students track their individual progress on the learning goal Uses formal/informal means to assign scores to students (class) on scale or rubric Student Can describe their status relative to the learning goal using the rubric or scale Systematically updates their status on the learning goal MDQ 2.6 The teacher identifies a lesson or part of a lesson as involving important (critical or non-critical) information to which students should pay particular attention Teacher Explains why upcoming content is important Cues students using tone of voice, body position or level of excitement Student Can describe the level of importance and why it is important to pay attention to it Visibly adjusts their level of engagement
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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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2 nd Year Teacher Practices - Augus
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Page 117 and 118: Research and Proven Practices Misso
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Page 121 and 122: Introduction to the Literature Revi
Page 123 and 124: MO Standard Evaluative Criteria for
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Page 127 and 128: 1.4 Teacher makes interdisciplinary
Page 129 and 130: Rothstein, P. (1990). Educational p
Page 131 and 132: & Brown, 2005; Tieso, 2003; Tomlins
Page 133 and 134: Gardner, H. (1999). Intelligence re
Page 135 and 136: Danielson (1996, 2007) asserts that
Page 137 and 138: 0.61) on student achievement. Accor
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Page 143 and 144: Several other studies have demonstr
Page 145 and 146: http://ies.ed.gov/ncee/wwc/Practice
Page 147 and 148: Research and Proven Practices of Dr
Page 149 and 150: Missouri Domain 1 Teaching Routine
Page 151 and 152: Missouri Indicator # of Marzano str
Page 153 and 154: MDQ 2.9 Based on student needs, the
Page 155 and 156: Teacher Growth Guide 1.2 - Marzano
Page 157 and 158: MDQ 5.24 The teacher scans the room
Page 159 and 160: Teacher Growth Guide 1.4 - Marzano
Page 161: Teacher Growth Guide 1.5 - Marzano
Page 165 and 166: MDQ 3.18 When content is informatio
Page 167 and 168: Standard 2: Student Learning, Growt
Page 169 and 170: MDQ 3.18 When content is informatio
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Page 175 and 176: MDQ 3.19 When the content involves
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Page 181 and 182: MDQ 2.11 The teacher asks inferenti
Page 183 and 184: MDQ 4.22 The teacher engages them i
Page 185 and 186: MDQ 2.10 During breaks in the prese
Page 187 and 188: Standard 4: Critical Thinking Teach
Page 189 and 190: MDQ 3.19 When the content involves
Page 191 and 192: MDQ 5.24 The teacher scans the room
Page 193 and 194: MD4.56 The teacher interacts with s
Page 195 and 196: MDQ 5.25 The teacher uses academic
Page 197 and 198: Standard 5: Positive Classroom Envi
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Page 205 and 206: MDQ 4.21 The teacher organizes the
Page 207 and 208: Standard 7: Student Assessment and
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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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Standard 6: Utilizing Effective Com
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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 11: Draw the Map Control
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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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Technique7: 4 Ms A great lesson obj
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Standard 8: Professionalism Growth
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Standard 8: Professionalism Growth
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