eq-ees-teacher-evaluation

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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 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 Teacher Does not exhibit extremes in positive or negative emotions; is calm and controlled Does not demonstrate personal offense at misbehavior or inflammatory issues MDQ 8.38 The teacher behaves in an objective and controlled manner Student Describes teacher as someone who knows them & is interested in them; accepts them Responds that teacher demonstrates understanding of their interests and background 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 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
Standard 5: Positive Classroom Environment Quality Indicator 3: Classroom, school and community culture 5E3) The emerging teacher Teacher Growth Guide 5.3 – Marzano Strategies Emerging Developing Proficient Distinguished Builds awareness of the culture of the school and community in order to influence student relationships and build an effective classroom learning environment. 5D3) The developing teacher also… Develops a positive culture in the classroom and school to positively affect student relationships and learning. 5P3) The proficient teacher also… Maintains and enhances a positive culture in the classroom and school, creating a classroom environment which promotes positive student relationships and learning. Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). 5S3) 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 1.3 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 Student Shows signs of pride regarding their accomplishments in the class Say they want to continue making progress MDQ 6.4 The teacher reviews expectations regarding rules and procedures to ensure their effective execution Teacher Involves students in class routines and reminds them of rules and procedures Uses class meeting to review rules and procedures; provides cues/signals when to use them Asks students to restate or explain rules and procedures Actively engages students in discussing and evaluating the culture of the classroom, school and community to positively impact relationships and learning. Innovating Adapts/creates new strategies for unique student needs/situations Student Follow clear routines and can describe established rules and procedures Describe the classroom as an orderly place Recognize cues/signals from teachers and can regulate their own behavior MDQ 6.5 The teacher organizes the physical layout of the classroom to facilitate movement and focus on learning Teacher Physical layout has clear traffic patterns and easy access to materials and centers Decorated to enhance learning Bulletin boards relate to current content and student work is displayed Student Moves easily about the room and can easily focus on instruction Makes use of materials and learning centers Attends to examples of their displayed work and information on bulletin boards MDQ 5.25 The teacher uses academic games and inconsequential competition to maintain student engagement Teacher Uses structured games (Jeopardy; family feud) and impromptu games to increase engagement Uses friendly competition along with classroom games Teacher Structures mini-debates about the content Has students examine multiple perspectives and opinions about the content Elicits different opinions on content from members of the class Student Engages in games with some enthusiasm Can explain how games keep their interest and help them learn and remember content MDQ 5.30 The teacher uses friendly controversy techniques to maintain student engagement Student Engages in friendly controversy activities with enhanced engagement Describes friendly controversy activities as stimulating, fun, etc. Explains how friendly controversy helped them understand content better
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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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deviations higher than the achievem
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Several other studies have demonstr
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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 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
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Page 221 and 222: Hattie: Visible Learning Rank / Eff
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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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