eq-ees-teacher-evaluation

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Standard 3: Curriculum Implementation Teacher Growth Guide 3.3 – Marzano Strategies Quality Indicator 3: Instructional goals and differentiated instructional strategies 3E3) The emerging teacher… Emerging Developing Proficient Distinguished Uses differentiated instructional strategies to address student learning needs in meeting the objectives of the curriculum. 3D3) The developing teacher also… Systematically selects differentiated instructional strategies and content to meet student needs and enhance learning. 3P3) The proficient teacher also… Adjusts instructional goals and time and modifies instructional strategies, and content to meet students’ needs and enhance learning. Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). 3S3) 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 Leads colleagues in discussions of instructional goals to identify methods for modifying instructional strategies, content, and adjusting time to meet students’ needs and enhance learning. Innovating Adapts/creates new strategies for unique student needs/situations MDQ 1.1 The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal Teacher Posts a learning goal so all students can see it Uses a goal that is a clear statement of knowledge/information, not an activity or assignment Makes reference to the goal throughout the lesson and may use a scale or rubric Student Can explain the learning goal and how current activities relate to it Can explain the levels of performance articulated in the scale or rubric 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 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 3.19 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 Teacher Uses wait time, response cards, and raised hands to respond to questions Uses choral response, technology to track responses and response chaining Student Clearly are working on tasks and can explain the hypothesis they are testing Can explain whether their hypothesis was confirmed or disconfirmed MDQ 5.26 The teacher uses response rate techniques to maintain student engagement in questions Student Or entire class responds to questions posed by the teacher Can describe their thinking about specific questions posed by the teacher 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
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Rothstein, P. (1990). Educational p
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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
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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 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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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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