eq-ees-teacher-evaluation

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Standard 9: Professional Collaboration Quality Indicator 2: Collaborating to meet student needs 9E2) The emerging teacher… Growth Guide 9.2 – Hattie Research Emerging Developing Proficient Distinguished Identifies ways to work with others across the system to provide needed services to support individual learners. 9D2) The developing teacher also… Works with colleagues and administrators at the school level and in the larger professional community to develop strategic, school-based systems to address student needs. 9P2) The proficient teacher also… Consistently works with colleagues and administrators to develop strategic, school-based systems to address student needs and assists in monitoring the effectiveness of those systems. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. 9S2) The distinguished teacher also… Score = 0 1 2 3 4 5 6 7 Is capable of taking a leadership role or serving as an informal resource in working with the larger professional community in how to work with others across the system to identify and provide needed services to support individual learners.
Standard 9: Professional Collaboration Quality Indicator 3: Cooperative partnerships in support of student learning 9E3) The emerging teacher… Growth Guide 9.3 – Hattie Research Emerging Developing Proficient Distinguished Develops relationships with colleagues and cooperative partnerships with students and families to support students’ learning and well-being. 9D3) The developing teacher also… With colleagues, creates and cultivates new partnerships with students, families and community members to support students’ learning and well-being. 9P3) The proficient teacher also… Consistently engages with colleagues and administrators at the school and district level to develop, maintain and further partnerships with students, families and community members to support students’ learning and well-being. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. 9S3) The distinguished teacher also… Takes an active leadership role or serve as an informal resource at the school and district level in developing partnerships with students, families and community members to support students’ learning and wellbeing. Score = 0 1 2 3 4 5 6 7 Teacher-Student relationships (.72 effect size) Interestingly, “when students, parents, teachers and principals were asked about what influences student achievement, all BUT the teachers emphasized the relationships between the teachers and the students.” “Building relationships implies agency, efficacy, respect by the teacher for what the student brings to the class (from home, culture, and peers) and recognition of the life of the student.”Facilitate student development by demonstrating that they care for the learning of each as a person Class environment (cohesion) (.53 effect size) Positive classroom climate; the sense that the teacher and the students are working toward positive learning gains Parent Involvement (.51 effect size) Parent aspirations were the most important influence on student achievement whereas external rewards, homework surveillance, negative control and restrictions for unsatisfactory grades. Overall the higher hopes/expectations of parents the greater the students’ academic achievement
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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
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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 and 268: Standard 8: Professionalism Quality
Page 269: 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
Page 319 and 320: 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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