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 MDQ 9.39 The teacher exhibits behaviors that demonstrate value and respect for low expectancy students Teacher Provides low expectancy with nonverbal indications they are respected and valued Makes eye contact, smiles, appropriate physical contact, playful dialogue Does not allow negative comments about low expectancy students Knows which students are the low expectancy students Student Says teacher cares for all students Treats other students with respect MDQ 9.40 The teacher asks questions of low expectancy students with the same frequency and depth as high expectancy students Teacher Makes sure low expectancy students are asked questions at the same rate Makes sure low expectancy students are asked complex questions at the same rate Student Say the teacher expects everyone to participate Say the teachers asks difficult questions of every student MDQ 9.41 The teacher probes incorrect answers of low expectancy students in the same manner as that of the high expectancy students Teacher Asks for further explanation; allows them to collect their thoughts and goes back to them Rephrases questions when low expectancy students provide an incorrect answer Breaks a question into smaller and simpler parts when questions are answered incorrectly Student Say teacher won’t let you off the hook and won’t give up on you Says teacher helps them answer questions successfully
Standard 3: Curriculum Implementation Teacher Growth Guide 3.1 – Marzano Strategies The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district and state standards data. Quality Indicator 1: Implementation of curriculum standards 3E1) The emerging teacher… Emerging Developing Proficient Distinguished Makes informed decisions about instructional objects aligned to district mapping and pacing guides. 3D1) The developing teacher also… Consistently delivers a variety of learning experiences that are appropriate for curriculum and are aligned with state and district curriculum and assessments. 3P1) The proficient teacher also… Uses state/district curriculum guides with enough facility to anticipate skill gaps and/or misconceptions of students in order to deliver effective instruction. Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). 3S1) The distinguished teacher also… 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 Participates and/or demonstrates leadership for the evaluation and development of curriculum aligned to national, state, and district curriculum and assessments. Innovating Adapts/creates new strategies for unique student needs/situations 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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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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MO Standard Evaluative Criteria for
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feedback, and engage students in di
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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
Page 135 and 136: Danielson (1996, 2007) asserts that
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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 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
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Page 195 and 196: MDQ 5.25 The teacher uses academic
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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
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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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