eq-ees-teacher-evaluation
eq-ees-teacher-evaluation eq-ees-teacher-evaluation
Standard 7: Student Assessment and Data Analysis Growth Guide 7.5 – Hattie Research Quality Indicator 5: Communication of student progress and maintaining records 7E5) The emerging teacher… Emerging Developing Proficient Distinguished Communicates general information about student progress knowledgeably, responsibly, and ethically based on appropriate indicators, to students, families, and/or colleagues. 7D5) The developing teacher also… Uses evidence to communicate student progress, knowledgeably and responsibly, based on appropriate indicators. 7P5) The proficient teacher also… Uses holistic evidence from multiple data points to detail student achievement continuously throughout instruction. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. 7S5) The distinguished teacher also… Is able to mentor colleagues in the use of student performance evidence and managing records to effectively communicate student progress. Score = 0 1 2 3 4 5 6 7 Instructional Quality (1.00 effect size) Teachers ability to identify essential representations of the subject; guide learning through classroom interactions; monitor learning and provide feedback; attend to affective attributes; and influence student outcomes; Includes students view of the teaching quality. Providing Formative Evaluation (.90 effect size) Feedback on teacher performance; willingness to see negative evidence; students telling teachers how much/well they have learned Teacher Clarity (.75 effect size) Important for the teacher to communicate the intention of the lesson and the notion of what success means for these intentions
Standard 7: Student Assessment and Data Analysis Quality Indicator 6: Collaborative data analysis process 7E6) The emerging teacher… Growth Guide 7.6 – Hattie Research Emerging Developing Proficient Distinguished Engages in a collaborative process of data analysis with colleagues at the grade, department and school level. 7D6) The developing teacher also… Works in teams to share and analyze data to measure accomplishment of curricular goals to inform gradedepartment level and/or school-wide decisions. 7P6) The proficient teacher also… Helps to establish, maintain and/or participate in professional learning communities to share and analyze data to measure accomplishment of curricular goals and plan for curricular modification. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. 7S6) The distinguished teacher also… Acts in a leadership position when working in teams to share and analyze data to measure accomplishment of curricular goals and to use this information to inform his/her instruction. Score = 0 1 2 3 4 5 6 7 Providing Formative Evaluation (.90 effect size) Feedback on teacher performance; willingness to see negative evidence; students telling teachers how much/well they have learned Micro Teaching (.88 effect size) Conducting mini-lessons and engaging in discussions about the lesson; often involves video-taping Professional Development on student achievement (.51 effect size) Staff development and staff training sessions; Most effective included observations on actual classroom methods, microteaching, video/audio feedback, and practice
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- Page 223 and 224: Direct Instruction (d=0.82) Title D
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- Page 233 and 234: Growth Guide 1.2 - Hattie Research
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- Page 239 and 240: Study Skills (.59 effect size) Deve
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- Page 245 and 246: Meta-cognitive strategies (.69 effe
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- Page 285 and 286: Building Character And Trust 39 MO
- Page 287 and 288: Growth Guide 1.1 - Teach Like a Cha
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Standard 7: Student Assessment and Data Analysis<br />
Quality Indicator 6: Collaborative data analysis process<br />
7E6) The emerging <strong>teacher</strong>…<br />
Growth Guide 7.6 – Hattie Research<br />
Emerging Developing Proficient Distinguished<br />
Engages in a collaborative process of data<br />
analysis with colleagues at the grade,<br />
department and school level.<br />
7D6) The developing <strong>teacher</strong> also…<br />
Works in teams to share and analyze<br />
data to measure accomplishment of<br />
curricular goals to inform gradedepartment<br />
level and/or school-wide<br />
decisions.<br />
7P6) The proficient <strong>teacher</strong> also…<br />
Helps to establish, maintain<br />
and/or participate in professional<br />
learning communities to share<br />
and analyze data to measure<br />
accomplishment of curricular<br />
goals and plan for curricular<br />
modification.<br />
Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge.<br />
7S6) The distinguished <strong>teacher</strong> also…<br />
Acts in a leadership position when<br />
working in teams to share and analyze<br />
data to measure accomplishment of<br />
curricular goals and to use this<br />
information to inform his/her<br />
instruction.<br />
Score = 0 1 2 3 4 5 6 7<br />
Providing Formative Evaluation (.90 effect size)<br />
Feedback on <strong>teacher</strong> performance; willingness to see negative evidence; students telling <strong>teacher</strong>s how much/well they have learned<br />
Micro Teaching (.88 effect size)<br />
Conducting mini-lessons and engaging in discussions about the lesson; often involves video-taping<br />
Professional Development on student achievement (.51 effect size)<br />
Staff development and staff training sessions; Most effective included observations on actual classroom methods, microteaching, video/audio feedback, and<br />
practice
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