eq-ees-teacher-evaluation

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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 3.16 As appropriate, the teacher designs homework to deepen students’ knowledge of informational content or to practice a skill, strategy or process Teacher Communicates clear purpose for homework Extends an activity that was begun in class to provide student with more time Crafts an assignment to allow students to practice and deepen knowledge independently Student Can describe how homework will deepen understanding of informational content or help them to practice a skill, strategy or process Ask clarifying questions of the homework that help them understand the purpose 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 MDQ 3.20 The teacher engages students in revision of previous knowledge about content addressed in previous lessons Teacher Engages whole class in examination of how the current lesson changed perceptions about the previous content and has students explain how their understanding has changed Student Makes corrections to information previously recorded about content Explains previous error or misconceptions they had about content 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 Student Seeks out the teacher for advice and guidance Can explain how the teacher provides assistance and guidance MDQ 5.24 The teacher scans the room making note of when students are not engaged and takes overt action Teacher Notices when specific students or groups are not engaged Notices when energy levels in the room is low; takes action to re-engage students Student Appears aware that the teacher is taking note of their engagement level Tires to increase their level of engagement when prompted MDQ 5.25 The teacher uses academic games and inconsequential competition to maintain student engagement Teacher Uses structured games (Jeopardy; family feud) and impromptu games to increase engagement Uses friendly competition along with classroom games Teacher Uses wait time, response cards, and raised hands to respond to questions Uses choral response, technology to track responses and response chaining Student Engages in games with some enthusiasm Can explain how games keep their interest and help them learn and remember content MDQ 5.26 The teacher uses response rate techniques to maintain student engagement in questions Teacher Uses standing up, stretching, voting with feet, give-one-get-one, acting out or modeling Has students move to a part of the room that represents their answer Teacher Employs crisp transitions from one activity to another Alters pace appropriately (i.e. speeds up or slows down as appropriate Student Or entire class responds to questions posed by the teacher Can describe their thinking about specific questions posed by the teacher MDQ 5.27 The teacher uses physical movement to maintain student engagement Student Engage in physical activities designed by the teacher Can explain how physical movement keeps their interest and helps them learn MDQ 5.28 The teacher uses pacing techniques to maintain students’ engagement Student Quickly adapts to transitions and re-engages when a new activity is begun Students describe the pace as not too slow and not too fast
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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
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Research and Proven Practices Misso
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Links to Research and Resources Mis
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Introduction to the Literature Revi
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Page 129 and 130: Rothstein, P. (1990). Educational p
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Page 133 and 134: Gardner, H. (1999). Intelligence re
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Page 145 and 146: http://ies.ed.gov/ncee/wwc/Practice
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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 173: Standard 2: Student Learning, Growt
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Page 181 and 182: MDQ 2.11 The teacher asks inferenti
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Page 187 and 188: Standard 4: Critical Thinking Teach
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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
Page 213 and 214: MD3.54 The teacher monitors and cha
Page 215 and 216: Standard 8: Professionalism Teacher
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Page 221 and 222: Hattie: Visible Learning Rank / Eff
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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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