eq-ees-teacher-evaluation

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Standard 8: Professionalism Teacher Growth Guide 8.1 – Marzano Strategies The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. Quality Indicator 1: Self-assessment and improvement 8E1) The emerging teacher… Emerging Developing Proficient Distinguished Generally uses self-assessment and problem-solving strategies to reflect on practice in order to influence students’ growth and learning.. 8D1) The developing teacher also… Consistently engages in reflective practice and consistently applies this to his/her instructional process and to modify future instruction 8P1) The proficient teacher also… Continuously engages in a variety of self-assessment and problem-solving strategies which have implications for student growth and learning, within the classroom and the larger school environment. Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). 8S1) 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 Models and/or serves as a mentor, in how to engage in reflective practice and in the use of, policies about, and training for using assessment data and other sources of information about student performance. Innovating Adapts/creates new strategies for unique student needs/situations MD3.50 The teacher identifies specific strategies and behaviors on which to improve from Domain 1 Teacher Identifies specific areas of strength and weakness within domain 1 Specifically identifies focus areas for improvement MD3.51 The teacher determines how effective a lesson or unit of instruction was in terms of enhancing student achievement & identifies causes of success or difficulty Teacher Gathers and keeps records of his or her evaluations of individual lessons/units Explains the strengths and weaknesses of specific units/lessons Explains the alignment of the assessment tasks and the learning goals MD3.52 The teacher determines the effectiveness of specific instructional strategies regarding the achievement of subgroups of students and identifies reasons for discrepancies Teacher Gathers/keeps evidence of the effects of specific classroom strategies and behaviors on specific categories of students Provides a written analysis on specific causes of success or difficulty MD3.53 The teacher develops a written growth and development plan with specific and measureable goals, action steps, manageable timelines & appropriate resources Teacher Describes the growth plan and can articulate progress Constructs a growth plan outlining measureable goals, action steps, timelines and resources
MD3.54 The teacher monitors and charts progress toward goals using established action plans, key milestones and timelines Teacher Outlines a method for charting progress toward established goals supported by evidence Can describe progress toward meeting the goals outlined in the plan supported by evidence MD4.57 The teacher seeks help and input from colleagues regarding specific classroom strategies and behaviors Teacher Teacher Keeps track of specific situations during which he/she sought mentorship Actively seeks help and input from appropriate school personnel to address issues Actively seeks help and input in PLC meetings that impact instruction MD4.58 The teacher provides other teachers with help and input regarding specific classroom strategies and behaviors Teacher Teacher Keeps track of specific situations during which he/she mentored other teachers Serves as a role model regarding specific classroom strategies and behaviors Contributes and shares expertise and new ideas with colleagues to enhance learning Describes situations in which he/she has mentored colleagues
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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 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 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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Teacher Growth Guide 1.4 - Marzano
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Page 163 and 164: Standard 2: Student Learning, Growt
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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
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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 and 192: MDQ 5.24 The teacher scans the room
Page 193 and 194: MD4.56 The teacher interacts with s
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
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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
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Page 225 and 226: Title Description Remediation Feedb
Page 227 and 228: Title Description Home Factors (d=0
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Page 239 and 240: Study Skills (.59 effect size) Deve
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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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