eq-ees-teacher-evaluation

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Standard 3: Curriculum Implementation Quality Indicator 2: Lessons for diverse learners 3E2) The emerging teacher… Teacher Growth Guide 3.2 – Marzano Strategies Emerging Developing Proficient Distinguished Implements lessons and activities aligned to the curriculum that recognizes the individual needs of diverse learners 3D2) The developing teacher also… Consistently implements lessons and activities that address the needs of diverse learners and responds to ongoing analysis of student performance based on multiple assessments and analysis of student needs. 3P2) The proficient teacher also… Evaluates the effectiveness of a variety of instructional strategies based on multiple assessment data, curriculum and an analysis of student needs. Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). 3S2) 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 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 Participates and/or demonstrates leadership in the development of instructional strategies and interventions to accomplish instructional goals based on multiple assessment data, curriculum and an analysis of student needs. Innovating Adapts/creates new strategies for unique student needs/situations Student Can describe their status relative to the learning goal using the rubric or scale Systematically updates their status on the learning goal MDQ 1.3 The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal Teacher Acknowledges students who have achieved a certain score; made gains in knowledge/skill Celebrates success with a show of hands, certification of success, notify parent, applause 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 Student Shows signs of pride regarding their accomplishments in the class Say they want to continue making progress 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 2.9 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 3.19 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 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 8.36 The teacher uses students’ interests and background to produce a climate of acceptance and community Teacher Has side discussions with students about events in their lives or topics of interest Builds student interests into lessons Student Describes teacher as someone who knows them & is interested in them; accepts them Responds that teacher demonstrates understanding of their interests and background
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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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1.4 Teacher makes interdisciplinary
Page 129 and 130: Rothstein, P. (1990). Educational p
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Page 145 and 146: http://ies.ed.gov/ncee/wwc/Practice
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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
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Page 165 and 166: 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 195 and 196: MDQ 5.25 The teacher uses academic
Page 197 and 198: Standard 5: Positive Classroom Envi
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Page 207 and 208: Standard 7: Student Assessment and
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Page 221 and 222: Hattie: Visible Learning Rank / Eff
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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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