eq-ees-teacher-evaluation

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MDQ 7.34 The teacher applies consequences for not following rules and procedures consistently and fairly Teacher Use nonverbal signs for inappropriate behavior (eye contact; proximity; tap desk; shake head) Uses verbal signals for inappropriate behavior (says stop; says rule is broken) Uses contingency consequences; involves home; direct cost consequences Teacher Uses verbal & non-verbal signals (smile; nod of head; high five; says thank you) Notifies home with compliment; uses reward or certificate of merit; token economies Student Ceases inappropriate behavior when signaled to do so Accepts consequences as a part of the way the class is conducted Can describe the teacher as fair in the application of rules MDQ 7.35 The teacher consistently and fairly acknowledges adherence to rules and procedures Student Appears appreciative of the teacher’s acknowledgement Number of students adhering to rules increases 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 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 Teacher Does not exhibit extremes in positive or negative emotions; is calm and controlled Does not demonstrate personal offense at misbehavior or inflammatory issues Student Describes teacher as someone who cares about them Responds to verbal and nonverbal interactions MDQ 8.38 The teacher behaves in an objective and controlled manner Student Is settled by the teacher’s calm behavior Describes the teacher as in control of self and class; does not hold grudges or take personally 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 MD4.55 The teacher interacts with other teachers in a positive manner to promote and support student learning Teacher Works cooperatively with appropriate school personnel to address issues impact learning Establishes working relationships that demonstrate integrity, confidentiality, respect, flexibility, fairness and trust Teacher Accesses available expertise and resources to support student learning needs Describes positive interactions with colleagues to promote and support student learning Describes situations where negative conservations of other teachers have been extinguished
MD4.56 The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships Teacher Fosters collaborative partnerships with parents to enhance student success in a manner that demonstrate integrity, confidentiality, respect, flexibility, fairness and trust Ensures consistent and timely communication with parents regarding expectations & progress Encourages parent involvement in classroom and school activities Demonstrates awareness and sensitivity to social, cultural and language backgrounds Teacher Uses multiple means and modalities to communicate with families Responds to requests for support, assistance and/or clarification promptly Respects and maintains confidentiality of student/family information
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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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& 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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Page 145 and 146: http://ies.ed.gov/ncee/wwc/Practice
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Page 151 and 152: Missouri Indicator # of Marzano str
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
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 171 and 172: MDQ 2.9 Based on student needs, the
Page 175 and 176: MDQ 3.19 When the content involves
Page 179 and 180: Standard 3: Curriculum Implementati
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
Page 187 and 188: Standard 4: Critical Thinking Teach
Page 189 and 190: MDQ 3.19 When the content involves
Page 191: MDQ 5.24 The teacher scans the room
Page 195 and 196: MDQ 5.25 The teacher uses academic
Page 197 and 198: Standard 5: Positive Classroom Envi
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
Page 217 and 218: Standard 9: Professional Collaborat
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Page 221 and 222: Hattie: Visible Learning Rank / Eff
Page 223 and 224: Direct Instruction (d=0.82) Title D
Page 225 and 226: Title Description Remediation Feedb
Page 227 and 228: Title Description Home Factors (d=0
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Page 231 and 232: Teacher Growth Guide 1.1 - Hattie R
Page 233 and 234: Growth Guide 1.2 - Hattie Research
Page 235 and 236: Standard 1: Content knowledge align
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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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