eq-ees-teacher-evaluation

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Hit Rate The rate at which students answer the teacher’s questions correctly (or adequately and thoroughly if there’s no firm right answer) Teacher Student If the hit rate is 100%, it’s probably time to ask harder questions (unless you’ve just wrapped Is challenged with questions that are not too hard or unfair, but are not too easy either up a review) and if it is below 2 out of 3 (67%) there is a problem with how you presented Stretches their thinking without being impossible; students are bored with easy content material or how aligned your questions are to that material.
Standard 2: Student Learning, Growth and Development Growth Guide 2.5 – Teach Like a Champion Techniques Quality Indicator 5: Prior experiences, multiple intelligences, strengths and needs Emerging Developing Proficient Distinguished 2E5) The emerging teacher… 2D5) The developing teacher also… 2P5) The proficient teacher 2S5) The distinguished teacher also… also… Delivers a variety of lesson activities that address students’ prior experiences, multiple intelligences, strengths and needs. Creates and delivers lessons and instructional activities that address the individual needs of all learners and variation in prior knowledge and experiences, multiple intelligences, strengths, and needs. Adapts strategies to meet individual student needs based on student performance data and where the child is developmentally, cognitively, physically, and affectively to advance knowledge and skill development. Lemov, Doug. (2010) Teach Like a Champion: 49 Techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. Acquires and shares authentic strategies for actively involving every student in advancing their own learning, building on their unique experience, intelligence, strengths and needs. Score = 0 1 2 3 4 Technique1: No Opt Out 5 6 7 A sequence that begins with a student unwilling or unable to answer a question ends with that student giving the right answer as often as possible even if they only repeat it. Teacher Student Provides answer and student repeats it; another student provides answer and first student Is not able to avoid work or failure repeats; provide cue and student uses it to find the answer; another student provides a cue Becomes increasingly familiar with success because they answer questions correctly more and first student uses it to answer correctly often Technique3: Stretch It A sequence of learning does not end with the right answer; reward right answers with follow up questions that extend knowledge and test for reliability (Differentiated Instruction) Teacher Respond to a right answer by asking a different/tougher question that builds and extends Use questioning to make sure that a right answer is repeatable (ask how or why; ask for another way to answer; ask for a better word; ask for evidence; ask students to integrate a related skill; ask students to apply the same skill in a new setting) Student Knows how to get similar right answers again and again Explains their thinking or applies knowledge in new ways Pushed in a way that’s directly responsive to what they’ve shown they can already do Technique4: Format Matters It’s not just what students say that matters but how they communicate it. To succeed, students must take their knowledge and express it in the language of opportunity. Teacher Student Prepare students to succeed by requiring complete sentences and proficient grammar Take knowledge and express it in a variety of clear and effective formats to fit the demands Format Expectations: grammatical; complete sentence; audible; and unit of the situation and of society; Technique 5: Without Apology The skill of not apologizing for students is critical not only in the introduction and framing of material but in reacting to students’ response to it. Teacher Student Reframe from apologizing for what we teach by assuming something will be boring; blaming Self-perception is raised because they know they can handle any content, no matter how it (we have to learn it); or not making it accessible difficult. They discover interest in content they might not have thought would be interesting
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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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Study Skills (.59 effect size) Deve
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Meta-cognitive strategies (.69 effe
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Standard 4: Critical Thinking Growt
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Standard 6: Utilizing Effective Com
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Page 273 and 274: Introduction to Teach Like a Champi
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Page 317 and 318: Teacher Technique 49: Normalize Err
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Page 327 and 328: Change the Pace Use a variety of ac
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Page 331 and 332: Every Minute Matters Time is water
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Page 341 and 342: Technique 15: Circulate Moving stra
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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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