eq-ees-teacher-evaluation

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Teacher Has established routines for student grouping and student interaction in groups Uses ad hoc groups including dyads, triads, and small groups up to 5 members MDQ 2.7 The teacher organizes students into small groups to facilitate the processing of new information Student Moves into groups in orderly fashion and understands appropriate expectations and Visibly adjusts their level of engagement MDQ 2.8 The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages Teacher Uses preview questions, reminds students what they know, provides and advance organizer Has students brainstorm, uses anticipation guide and/or motivational hook/launching activity Student Can explain linkages or prior knowledge and make predictions about upcoming content Engages in previewing activities and can give a purpose for what they are about to learn MDQ 2.9 Based on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed by students Teacher Stops at strategic points in a verbal presentation, video, presentation or demonstration or as students are reading information or aloud orally Student Can explain why the teacher is stopping at various points Appears to know what is expected of them when the teacher stops at strategic points MDQ 2.10 During breaks in the presentation of content, the teacher engages students in summarizing, prediction and questioning to process new information Teacher Has group members summarize new information Employs process strategies like jigsaw, reciprocal teaching and concept attainment Student Volunteer predictions, clarification questions, and can explain what they just learned Groups discuss content asking and answering questions with each other or making predictions MDQ 2.11 The teacher asks inferential questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught Teacher Asks explicit questions requiring students to make elaborate inferences about content Asks students to explain or defend their inferences Presents situations or problems that require inferences Student Volunteers answers to inferential questions Provides explanations and proofs for inferences MDQ 2.12 The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways Teacher Asks students to summarize the information or generate notes identifying critical information Asks students to create graphic organizers, pictures, pictographs, flow charts, or mnemonics Student Summaries, notes and nonlinguistic representations include critical content Can explain main points of the lesson MDQ 2.13 The teacher engages students in activities that help them reflect on their learning and the learning process Teacher Asks students to state or record what they are clear about or what they are confused about Asks students to describe how hard they tried and how they could’ve enhanced their learning Student Can explain confusion or clarity and describe how hard they tried Can explain what they could have done to enhance their learning MDQ 3.14 The teacher engages students in a brief review of content that highlights the critical information Teacher Begins lesson with a brief review of content Reviews using summary, using previous information, demonstration, or brief practice test Student Can describe the previous content on which the new lesson is based Response to class activities indicate they recall previous content MDQ 3.15 The teacher uses grouping in ways that facilitate practicing and deepening knowledge Teacher Organizes into groups with the expressed idea of deepening knowledge of informal content Organizes into groups with the expressed idea of practicing a skill, strategy or process Student Can explain how group work supports their learning When in groups, asks others questions or obtains feedback for their peers MDQ 3.17 When content is informational, the teacher helps students deepen their knowledge by examining similarities and differences Teacher Uses comparison, classifying, analogy or metaphor activities Asks students to summarize what they learned or explain how this helped their understanding Student Can explain and identify similarities and differences Can explain how similarities and differences help them understand the content better
MDQ 3.18 When content is informational, the teacher helps students deepen their knowledge by examining their own reasoning or the logic of the information as presented to them Teacher Asks students to examine errors or informal fallacies (faulty logic, attacks, weak references) Asks students to examine the strength of support presented for a claim Student Can describe errors or informal fallacies in information Can explain the overall structure of an argument presented to support a claim MDQ 3.19 When the content involves a skill, strategy or process, the teacher engages students in practice activities that help them develop fluency Teacher Engages students in massed and distributed activities appropriate to current ability Uses guided practice if students can’t perform skill/strategy/process; independent if they can Student Performs the skill, strategy or process with increased confidence Performs the skill, strategy or process with increased competence
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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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2 nd Year Teacher Practices - Novem
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2 nd Year Teacher Practices - Febru
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2 nd Year Teacher Practices - June
Page 117 and 118: Research and Proven Practices Misso
Page 119 and 120: Links to Research and Resources Mis
Page 121 and 122: Introduction to the Literature Revi
Page 123 and 124: MO Standard Evaluative Criteria for
Page 125 and 126: feedback, and engage students in di
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
Page 139 and 140: Available from http://merc.soe.vcu.
Page 141 and 142: deviations higher than the achievem
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 163 and 164: Standard 2: Student Learning, Growt
Page 165 and 166: MDQ 3.18 When content is informatio
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Page 171 and 172: MDQ 2.9 Based on student needs, the
Page 175 and 176: MDQ 3.19 When the content involves
Page 179 and 180: Standard 3: Curriculum Implementati
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
Page 199 and 200: Standard 6: Effective Communication
Page 205 and 206: MDQ 4.21 The teacher organizes the
Page 207 and 208: Standard 7: Student Assessment and
Page 213 and 214: MD3.54 The teacher monitors and cha
Page 215 and 216: Standard 8: Professionalism Teacher
Page 217 and 218: Standard 9: Professional Collaborat
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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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