eq-ees-teacher-evaluation

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Work the Clock Time: count it down, parcel it out in highly specific increments, announce an allotted time for each activity Teacher Student Mix in frequent countdowns to pace the class in completing tasks and emphasize the Is better able to keep up with the learning objectives and with the flow of the lesson importance of each second; continually set goals for your class’s speed in meeting Experience a sense of accomplishment as they work through each increment expectations
Growth Guide 1.2 – Teach Like a Champion Techniques Standard 1: Content knowledge aligned with appropriate instruction. Quality Indicator 2: Student engagement in subject matter Emerging Developing Proficient Distinguished 1E2) The emerging teacher… 1D2) The developing teacher 1P2) The proficient teacher also… 1S2) The distinguished teacher also… also… Chooses from multiple sources to engage student interest Uses specific instructional and activity in the content. Uses a variety of strategies to engage Moves fluidly between differentiated instructional students and advance each differentiated instructional strategies which individual student’s learning strategies based on the purposefully engage as evidenced by student unique learning needs and students in content. data. situations of the students resulting in deeper student knowledge and understanding in the content area. Score = 0 1 2 3 4 5 6 7 Teacher Technique 12: The Hook A short introductory moment that captures what’s interesting and engaging about the material and puts it out in front. Student Prepare students to be brought into the content; use a brief story, analogy, prop, media, Is inspired and excited about the content that is about to be learned status challenge, etc to engage student attention and build interest Willingly takes the first step into the learning Teacher Technique 21: Take a Stand Push students to actively engage in the ideas around them by making judgments about the answers their peers provide. Student Push students to assess the responses of other students (can be whole class, evaluative, Actively engages in the ideas around them by making judgments about the answers their verbal or signaled through a gesture). peers provide. Don’t ask if they agree, but make students accountable for mentally engaged judgments rather than empty and obligatory participation (have students defend their judgment and do this technique for both correct and incorrect answers). Are open to having their ideas be assessed by peers as well Teacher Technique 22: Cold Call In order to make engaged participation the expectation, call on students regardless of whether they have raised their hands. Student Choose one student to speak the answer out loud while all students answer in their minds All students answer in their minds because they think they are about to be called on. Allows you to check for understanding effectively and systematically increases speed in terms of pacing and rate at which material is covered, and distribute work broadly and more fully. It is predictive (students come to expect it); is systematic (universal and impersonal); is positive (students know you think they can answer the question); is a scaffold to deeper learning (start with simple and move to progressively harder). Knows that the teacher thinks they can answer the question. Lemov, Doug. (2010) Teach Like a Champion: 49 Techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.
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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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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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Page 273 and 274: Introduction to Teach Like a Champi
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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 10: Double Plan It’s as
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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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