eq-ees-teacher-evaluation

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Mrs. Johnson is in her third year of teaching third grade. Since she has been in her current, evaluated position for three years, the second row of the Overall Teacher Rating chart is used. Mrs. Johnson had no areas of concern AND her average rating fell in the 4-5 range. Based on the information collected throughout the year and compiled on the Summative Evaluation Form, Mrs.Johnson would receive the following overall rating: Mrs. Johnson is rated as Effective for the 2012 - 2013 school year. Teacher’s Name Effectiveness Rating Recommend for Re-Employment Do Not Recommend for Re-Employment Develop a new or revised growth plan based on new indicators or a continuation of the same indicators. Develop an improvement plan linked to indicators. This must included specific target dates and timelines that must be met in order for re-employment to continue. Missouri's educator evaluation system Page 23
Step 7: Reflect and Plan Rationale The evaluation process exists primarily for the improvement of effective practice in order to improve student performance. Ongoing reflection and planning are used to ensure that student learning needs are continually met. Description The improvement of effective practice is a means to an end. The ongoing and continual process of improving professional practice is essential for ensuring that student learning needs remain the focus of the evaluation process. The ultimate result is the improvement of student learning. Monitoring student learning growth caused by a teacher’s improved practice satisfies the primary purpose of the evaluation process. Reflection on personal growth is an important part of feedback. It provides personal insight to areas of strength and potential growth opportunities for future focus. As a part of this reflection, consider the following: 1. Assess whether the particular areas of improvement of effective practice impacted student learning 2. Reflect on personal growth and possible future opportunities for continued growth 3. Plan ahead for future opportunities for growth. In collaboration with the administrator and perhaps teams of teachers and/or colleagues, select indicators for next year (applies to returning teachers). 4. Continue to acquire new knowledge and practice new strategies and skills Example Through the end of the year, Mrs. Johnson continues to monitor the learning of her 3 rd grade students. She particularly reflects on how new learning, skills and strategies from the evaluation process have contributed to her students improved performance. In consultation with her principal, she begins to plan which particular indicators would be most appropriate for her to focus on next year. In particular, based on her Summative Evaluation Form, they consider and discuss selecting indicators from Standard 2: Student Learning, Growth and Development and Standard 6: Effective Communication. Their professional conversation includes consideration of working on some of the same indicators next year. Mrs. Johnson will use her summer months to continue her learning in ways that will improve her performance on the indicators she will work on next year. Missouri's educator evaluation system Page 24
Page 1 and 2: Teacher Evaluation Missouri’s Edu
Page 3 and 4: Teacher Evaluation Protocol Introdu
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: Example Mrs. Johnson’s administra
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
Page 53 and 54: Standard 4: Critical Thinking Teach
Page 55 and 56: Standard 4: Critical Thinking Possi
Page 57 and 58: Standard 5: Positive Classroom Envi
Page 59 and 60: Standard 5: Positive Classroom Envi
Page 61 and 62: Standard 6: Effective Communication
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Page 65 and 66: 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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Standard 5: Positive Classroom Envi
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Standard 6: Effective Communication
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MDQ 4.21 The teacher organizes the
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Standard 7: Student Assessment and
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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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