eq-ees-teacher-evaluation
eq-ees-teacher-evaluation eq-ees-teacher-evaluation
Standard 8: Professionalism Growth Guide 8.1 – Hattie Research 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. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. 8S1) The distinguished teacher also… 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. 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 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
Standard 8: Professionalism Quality Indicator 2: Professional learning 8E2) The emerging teacher… Is aware of and utilizes resources available for professional learning. Growth Guide 8.2 – Hattie Research Emerging Developing Proficient Distinguished 8D2) The developing teacher also… Applies knowledge gained from a variety of sources to the benefit of students in the classroom. 8P2) The proficient teacher also… Shares new knowledge and expertise with colleagues to benefit the learning of students in multiple classrooms. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. 8S2) The distinguished teacher also… Evaluates, procures and creates resources for professional development and actively participates in professional development in the larger professional community. Score = 0 1 2 3 4 5 6 7 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
- Page 215 and 216: Standard 8: Professionalism Teacher
- Page 217 and 218: Standard 9: Professional Collaborat
- Page 219 and 220: Research and Proven Practices of Dr
- Page 221 and 222: Hattie: Visible Learning Rank / Eff
- Page 223 and 224: Direct Instruction (d=0.82) Title D
- Page 225 and 226: Title Description Remediation Feedb
- Page 227 and 228: Title Description Home Factors (d=0
- Page 229 and 230: Computerassisted instruction (d=0.3
- Page 231 and 232: Teacher Growth Guide 1.1 - Hattie R
- Page 233 and 234: Growth Guide 1.2 - Hattie Research
- Page 235 and 236: Standard 1: Content knowledge align
- Page 237 and 238: Growth Guide 1.5 - Hattie Research
- Page 239 and 240: Study Skills (.59 effect size) Deve
- Page 241 and 242: Standard 2: Student Learning, Growt
- Page 243 and 244: Standard 2: Student Learning, Growt
- Page 245 and 246: Meta-cognitive strategies (.69 effe
- Page 247 and 248: Standard 3: Curriculum Implementati
- Page 249 and 250: Standard 3: Curriculum Implementati
- Page 251 and 252: Standard 4: Critical Thinking Growt
- Page 253 and 254: Standard 5: Positive Classroom Envi
- Page 255 and 256: Standard 5: Positive Classroom Envi
- Page 257 and 258: Standard 6: Effective Communication
- Page 259 and 260: Standard 6: Utilizing Effective Com
- Page 261 and 262: Standard 7: Student Assessment and
- Page 263 and 264: Standard 7: Student Assessment and
- Page 265: Standard 7: Student Assessment and
- Page 269 and 270: Standard 9: Professional Collaborat
- Page 271 and 272: Standard 9: Professional Collaborat
- Page 273 and 274: Introduction to Teach Like a Champi
- Page 275 and 276: Lemov: Teach Like a Champion ST 1 S
- Page 277 and 278: Lemov: Teach Like a Champion ST 1 S
- Page 279 and 280: Lemov: Teach Like a Champion ST 1 S
- Page 281 and 282: Lemov: Teach Like a Champion ST 1 S
- Page 283 and 284: 18. Check For Understanding 21. Tak
- Page 285 and 286: Building Character And Trust 39 MO
- Page 287 and 288: Growth Guide 1.1 - Teach Like a Cha
- Page 289 and 290: Technique 18: Check for Understandi
- Page 291 and 292: Growth Guide 1.2 - Teach Like a Cha
- Page 293 and 294: Technique 32: SLANT Key behaviors t
- Page 295 and 296: Technique 13: Name the Steps Subdiv
- Page 297 and 298: Growth Guide 1.4 - Teach Like a Cha
- Page 299 and 300: Stock Questions Similar sequences o
- Page 301 and 302: Technique 43: Positive Framing Make
- Page 303 and 304: Technique 11: Draw the Map Control
- Page 305 and 306: Standard 2: Student Learning, Growt
- Page 307 and 308: Standard 2: Student Learning, Growt
- Page 309 and 310: Standard 2: Student Learning, Growt
- Page 311 and 312: Technique 33: On Your Mark Show stu
- Page 313 and 314: Technique 45: Warm / Strict At exac
- Page 315 and 316: Standard 2: Student Learning, Growt
Standard 8: Professionalism<br />
Quality Indicator 2: Professional learning<br />
8E2) The emerging <strong>teacher</strong>…<br />
Is aware of and utilizes resources available<br />
for professional learning.<br />
Growth Guide 8.2 – Hattie Research<br />
Emerging Developing Proficient Distinguished<br />
8D2) The developing <strong>teacher</strong> also…<br />
Applies knowledge gained from a<br />
variety of sources to the benefit of<br />
students in the classroom.<br />
8P2) The proficient <strong>teacher</strong> also…<br />
Shares new knowledge and<br />
expertise with colleagues to<br />
benefit the learning of students in<br />
multiple classrooms.<br />
Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge.<br />
8S2) The distinguished <strong>teacher</strong> also…<br />
Evaluates, procures and creates<br />
resources for professional<br />
development and actively participates<br />
in professional development in the<br />
larger professional community.<br />
Score = 0 1 2 3 4 5 6 7<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
Change language