eq-ees-teacher-evaluation

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Contents Introduction .......................................................................................................................................................................................................... 4 Step 1: Identify the indicators to be assessed ....................................................................................................................................................... 5 Step 2: Determine a baseline score for each identified indicator ........................................................................................................................... 6 Step 3: Develop an Educator Growth Plan (i.e. professional learning/development plan or improvement plan) ...................................................10 Step 4: Regularly assess progress and provide feedback ......................................................................................................................................14 Step 5: Determine a follow-up score for each identified indicator ........................................................................................................................16 Step 6: Complete the final summative evaluation .................................................................................................................................................19 Step 7: Reflect and Plan ........................................................................................................................................................................................24 Timeline for completion of the Teacher Evaluation Protocol .................................................................................................................................25 New Teacher Protocol ..........................................................................................................................................................................................26 Timeline for New Teacher Evaluation ...................................................................................................................................................................27 New Teacher Feedback and Evaluation Forms ......................................................................................................................................................30
Teacher Evaluation Protocol Introduction Missouri’s Educator Evaluation System was created, field-tested and piloted, and refined by hundreds of educators across the state. The system is founded on general beliefs about the purpose of the evaluation process. Central to these beliefs is a theory of action which maintains that improving student performance is predicated on the improvement of educator practice. These beliefs include that evaluation processes are formative in nature and lead to continuous improvement; are aligned to standards that reflect excellence; build a culture of informing practice and promoting learning; and use multiple, balanced measurements that are fair and ethical. Districts are encouraged to collectively establish basic beliefs that serve as the foundation of their local evaluation process. Based on the theory of action and beliefs that are the foundation to the state’s model Educator Evaluation System, the primary purpose of the Teacher Evaluation Protocol is to promote growth in effective practice that ultimately increases student performance. This growth in practice occurs based on the following sequence: THE PROCESS Growth requires focus. The identification of indicators is essential to establishing a particular focus based on performances articulated in the indicators. The baseline data serves as a starting point by establishing a current level of performance. Strategies for improvement are identified and practiced. Meaningful feedback is provided regarding the extent to which the new strategies are addressing the area of focus. A follow-up rating provides indication of the amount of growth in performance that occurred. Reflection on the process and the amount of growth that Missouri's educator evaluation system Page 4
Page 1: Teacher Evaluation Missouri’s Edu
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 and 18: Follow-up Score - 4 Growth Score -
Page 19 and 20: The first 1 ½ pages of the summati
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
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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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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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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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