eq-ees-teacher-evaluation

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Standard 8: Professionalism Growth Guide 8.3 – Hattie Research Quality Indicator 3: Professional rights, responsibilities and ethical practices 8E3) The emerging teacher… Emerging Developing Proficient Distinguished Demonstrates professionalism and ethical behavior by adhering to the code of conduct and aligning classroom practices to district policies and school procedures. 8D3) The developing teacher also… Consistently exhibits professionalism in all situations and ensures that classroom practices align to district policies and school procedures. 8P3) The proficient teacher also… Assists colleagues by consistently modeling professionalism throughout the school and district and the broader community. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. 8S3) The distinguished teacher also… Score = 0 1 2 3 4 5 6 7 Influences the framing, revision and advocating of policies and procedures that promotes ethical and professional behavior of all educators.
Standard 9: Professional Collaboration Growth Guide 9.1 – Hattie Research The teacher has effective working relationships with students, parents, school colleagues, and community members. Quality Indicator 1: Induction and collegial activities 9E1) The emerging teacher… Emerging Developing Proficient Distinguished Engages in supporting the school’s vision, mission, values and goals, participates in curriculum and staff development, and works with their trained mentor to strengthen relationships in the school and community. 9D1) The developing teacher also… Contributes to achieving the mission, vision, values and goals, including monitoring and evaluating progress toward these goals, and other school improvement efforts. 9P1) The proficient teacher also… Actively engages in relationship building efforts in the school, district and community and contributes and shares knowledge and expertise in order to assist in the collective improvement of professional practice. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. 9S1) The distinguished teacher also… Informally (or formally as a mentor) is available as a resource to colleagues in the school and/or district in achieving a shared mission, vision, values and goals and relationship building efforts through collegial activities and the induction process. 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
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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 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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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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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
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 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 267: Standard 8: Professionalism Quality
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 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 293 and 294: Technique 32: SLANT Key behaviors t
Page 295 and 296: Technique 13: Name the Steps Subdiv
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 311 and 312: Technique 33: On Your Mark Show stu
Page 313 and 314: Technique 45: Warm / Strict At exac
Page 317 and 318: 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 43: Positive Framing Make
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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 Quality
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Standard 8: Professionalism Growth
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Technique 43: Positive Framing Make
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