eq-ees-teacher-evaluation

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Step 6: Complete the final summative evaluation Rationale The evaluation process exists for the improvement as a necessary catalyst for improving student performance. The summative evaluation pulls together the data that has been collected and provides a final overall statement of the teacher’s effectiveness. Description An overall determination on performance uses baseline and follow-up scores, feedback generated throughout the year on selected indicators, general feedback generated periodically through classroom observations and any other data or information relevanat to the teacher’s performance observed or gathered throughout the year. This information is captured on feedback forms and the Educator Growth Plan or, if applicable, the Educator Improvement Plan. This information and data is used to complete Summative Evaluation Form. Missouri's educator evaluation system Page 19
The first 1 ½ pages of the summative evaluation form provides both an overview of the effectiveness of the teacher looking across all nine standards as well as a focused view in regards to the specific indicators the teacher has worked on throughout the year. Assessing the teacher’s performance across all teaching standards o Each standard is listed with summary statements. The statements represent a very broad description drawn from the categories of commitment, practice and impact. They are listed as a type of checklist supporting each of 9 standards. For each standard, three options are provided: Area of Concern – checking this box for a standard will likely result in an improvement plan for this standard meaning that growth in this area is both necessary and required for continued employment Growth Opportunity – checking this box for a standard might possibly result in an indicator from this standard being selected in the following year as an opportunity for growth and documented in the next year’s Educator Growth Plan Meets Expectation – checking this box for this standard indicates that performance in this area meets the expecation of the administrator/district at the present time o Note: the comment box provided below each standard provides opportunity to offer the rationale for the rating as well as to note exemplary performance in this particular area. Assessing the teacher’s performance on selected indicators o This section of the summative evaluation form focuses on the growth opportunities presented through the selected indicators. Summative information is provided in the following areas: Indicator and Rationale – document the specific indicator(s) that were selected and the reason this was a growth opportunity for the teacher Baseline Assessment – indicate the initial rating achieved for each selected indicator Goal – summarize the goal that was created to address the growth opportunity Results – describe the outcomes of implementing the strategy and determine whether the focus was adequately addressed Follow-Up Assessment – indicate the follow-up rating achieved for each selected indicator o Note: This information is transferred from the Educator Growth Plan Missouri's educator evaluation system Page 20
Page 1 and 2: Teacher Evaluation Missouri’s Edu
Page 3 and 4: Teacher Evaluation Protocol Introdu
Page 5 and 6: principal, has identified Indicator
Page 7 and 8: Alignment Of Evidence In this illus
Page 9 and 10: learning goals based on their own r
Page 11 and 12: Also provided is a document called
Page 13 and 14: GOAL - Mrs. Johnson describes her g
Page 15 and 16: Example On several occasions, Mrs.
Page 17: Follow-up Score - 4 Growth Score -
Page 21 and 22: Example Mrs. Johnson’s administra
Page 23 and 24: Step 7: Reflect and Plan Rationale
Page 25 and 26: New Teacher Protocol The entry into
Page 27 and 28: Baseline data, observed and gathere
Page 29 and 30: New Teacher Feedback and Evaluation
Page 31 and 32: Growth Opportunity - checking this
Page 33 and 34: Growth Guide Missouri’s Educator
Page 35 and 36: Teacher Growth Guide 1.1 Standard 1
Page 41 and 42: Standard 2: Student Learning, Growt
Page 49 and 50: Standard 3: Curriculum Implementati
Page 51 and 52: Standard 3: Curriculum Implementati
Page 53 and 54: Standard 4: Critical Thinking Teach
Page 55 and 56: Standard 4: Critical Thinking Possi
Page 57 and 58: Standard 5: Positive Classroom Envi
Page 59 and 60: Standard 5: Positive Classroom Envi
Page 61 and 62: Standard 6: Effective Communication
Page 63 and 64: Standard 6: Effective Communication
Page 65 and 66: Standard 7: Student Assessment and
Page 67 and 68: Standard 7: Student Assessment and
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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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1.4 Teacher makes interdisciplinary
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Rothstein, P. (1990). Educational p
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& Brown, 2005; Tieso, 2003; Tomlins
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Gardner, H. (1999). Intelligence re
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Danielson (1996, 2007) asserts that
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0.61) on student achievement. Accor
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Available from http://merc.soe.vcu.
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deviations higher than the achievem
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Several other studies have demonstr
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http://ies.ed.gov/ncee/wwc/Practice
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Research and Proven Practices of Dr
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Missouri Domain 1 Teaching Routine
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Missouri Indicator # of Marzano str
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MDQ 2.9 Based on student needs, the
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Teacher Growth Guide 1.2 - Marzano
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MDQ 5.24 The teacher scans the room
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Standard 2: Student Learning, Growt
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MDQ 3.18 When content is informatio
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MDQ 3.18 When content is informatio
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MDQ 2.9 Based on student needs, the
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MDQ 3.19 When the content involves
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Standard 3: Curriculum Implementati
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MDQ 2.11 The teacher asks inferenti
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MDQ 4.22 The teacher engages them i
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MDQ 2.10 During breaks in the prese
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Standard 4: Critical Thinking Teach
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MDQ 3.19 When the content involves
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MDQ 5.24 The teacher scans the room
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MD4.56 The teacher interacts with s
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MDQ 5.25 The teacher uses academic
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Standard 5: Positive Classroom Envi
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Standard 6: Effective Communication
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MDQ 4.21 The teacher organizes the
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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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