eq-ees-teacher-evaluation

Recommendations

Info

Technique7: 4 Ms A great lesson objective and therefore a great lesson should be Manageable, Measureable, Made first, and Most important on the path to college (Todd McKee). Teacher Student Great objectives are manageable (has size & scope to be taught in a single lesson); measureable (success can be determined by the end of class); made first (guides activities); (Not executed live in front of students; it’s the preparation done before teaching. This and most important (focuses on the most essential learning there is). technique will result in student learning driven by useful, effective lesson objectives) Technique 9: Shortest Path All things being equal, the simplest explanation or strategy is the best; opt for the most direct route from point to point. Teacher Student Mastery of the objective is the main criterion and the best strategy for achieving it is what Is focused on the lesson objectivity; gets you to mastery best and fastest. Experiences reduced distractions Technique 10: Double Plan It’s as important to plan for what students will be doing during each phase of a lesson as it is to plan for what you will be doing and saying. Teacher Student Too often, planning only focusing on what the teacher is doing and fails to account for what What students will do during the lesson? Taking notes? Writing Summaries? the student does. Thinking and planning for what students will do allows you to see your lesson through their eyes and keeps them productively engaged. Use a T-Chart with “You” on one side and “Them” on the other Technique 11: Draw the Map Control the physical environment to support the specific lesson goal for the day Teacher Student Include space planning as a part of lesson planning. Think about the way you want students’ Environment around them supports learning; walls communicate information and bodies engaged in a lesson as well as their minds. You have to be able to get anywhere in the motivation about learning room and within a foot of any student at all times. The walls in the rooms should avoid overstimulation and distraction; walls should be functional not just decorative and motivating Technique 16: Break it Down In regards to student error or guess, conceptualize the original material as a series of smaller, simpler pieces; build a student’s knowledge back up from a point of partial understanding. Teacher Student Go back and ask a question or present information that bridges the part of the material that Commits error but whose learning is then facilitated to result in a correct answer they think most likely caused the error Provide the smallest hint possible and yet still enable a student to answer correctly Provide an answer, context, rule or missing (or first) step; rollback (repeat answer back); eliminate false choices (take away incorrect possibilities). Technique 18: Check for Understanding Gather data constantly on what students can do while you’re teaching and act immediately on that knowledge to inform what you do next and how you do it. Teacher Student Check for understanding and do something about it “right away” Gives off data on the degree of their understanding and mastery of content through the Gather data (think of answers to your questions as data); use questions to generate a deeper answers they provide understanding that you can act on; observation (students indicating non-verbally that they have achieved mastery) Respond to the data; the shorter the delay between recognizing a lack of mastery and fixing it the more likely the intervention will be effective; Fixing it can include re-teaching by: a different approach; identifying and re-teaching the problem step; identifying and explaining difficult terms; a slower pace; using a different order; and identifying students of concern. Technique 23: Call and Response Use group choral response – you ask; they answer in unison – to build a culture of energetic, positive engagement. Teacher Student Use to accomplish academic review and reinforcement, high-energy fun, and behavioral Provides answers with other classmates. reinforcement. Types include repeat, report, reinforce, review and solve.
Teacher Technique 49: Normalize Error Getting it wrong and then getting it right is the fundamental process of schooling; respond to both parts of the sequence as if they were totally and completely normal. Student Since wrong answers are a normal and healthy part of the learning process, avoid chastening Experiences an incentive to take on challenges and take risks because being wrong is ok. wrong answers. Avoid spending a lot of time talking about wrongness and get down to fixing. They are acknowledged for hard work and being correct and wrong answers are normal part Acknowledge correct or hard work and then move on; don’t flatter or fuss. of their learning. Teacher Simple to Complex Ask questions that progress from simple to complex Student Effective questions initially engages students’ thinking about a topic in contained and Activates their memory of relevant facts and details to support their opinions; develops and concrete ways and then pushes them to think more deeply and broadly reflects on ideas, turning them into insights before being called on to share them in public
Page 1 and 2:
Teacher Evaluation Missouri’s Edu
Page 3 and 4:
Teacher Evaluation Protocol Introdu
Page 5 and 6:
principal, has identified Indicator
Page 7 and 8:
Alignment Of Evidence In this illus
Page 9 and 10:
learning goals based on their own r
Page 11 and 12:
Also provided is a document called
Page 13 and 14:
GOAL - Mrs. Johnson describes her g
Page 15 and 16:
Example On several occasions, Mrs.
Page 17 and 18:
Follow-up Score - 4 Growth Score -
Page 19 and 20:
The first 1 ½ pages of the summati
Page 21 and 22:
Example Mrs. Johnson’s administra
Page 23 and 24:
Step 7: Reflect and Plan Rationale
Page 25 and 26:
New Teacher Protocol The entry into
Page 27 and 28:
Baseline data, observed and gathere
Page 29 and 30:
New Teacher Feedback and Evaluation
Page 31 and 32:
Growth Opportunity - checking this
Page 33 and 34:
Growth Guide Missouri’s Educator
Page 35 and 36:
Teacher Growth Guide 1.1 Standard 1
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Standard 2: Student Learning, Growt
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Standard 3: Curriculum Implementati
Page 51 and 52:
Page 53 and 54:
Standard 4: Critical Thinking Teach
Page 55 and 56:
Standard 4: Critical Thinking Possi
Page 57 and 58:
Standard 5: Positive Classroom Envi
Page 59 and 60:
Page 61 and 62:
Standard 6: Effective Communication
Page 63 and 64:
Page 65 and 66:
Standard 7: Student Assessment and
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Standard 8: Professionalism Quality
Page 75 and 76:
Standard 8: Professionalism Possibl
Page 77 and 78:
Standard 9: Professional Collaborat
Page 79 and 80:
Page 81 and 82:
Sample Student Survey Questions (fo
Page 83 and 84:
Sample Survey Question Alignment Mi
Page 85 and 86:
8. My child’s teacher regularly g
Page 87 and 88:
Growth Plan Missouri’s Educator E
Page 89 and 90:
Professional Growth Plan for Identi
Page 91 and 92:
Improvement Plan for: Identify Indi
Page 93 and 94:
Missouri's educator evaluation syst
Page 95 and 96:
Summative Evaluation Form Missouri
Page 97 and 98:
Standard 8: Self-Assessment and Imp
Page 99 and 100:
New Teacher Feedback Forms Missouri
Page 101 and 102:
1 st Year Teacher Practices - Augus
Page 103 and 104:
1 st Year Teacher Practices - Novem
Page 105 and 106:
1 st Year Teacher Practices - Febru
Page 107 and 108:
1 st Year Teacher Practices - June
Page 109 and 110:
2 nd Year Teacher Practices - Augus
Page 111 and 112:
2 nd Year Teacher Practices - Novem
Page 113 and 114:
2 nd Year Teacher Practices - Febru
Page 115 and 116:
2 nd Year Teacher Practices - June
Page 117 and 118:
Research and Proven Practices Misso
Page 119 and 120:
Links to Research and Resources Mis
Page 121 and 122:
Introduction to the Literature Revi
Page 123 and 124:
MO Standard Evaluative Criteria for
Page 125 and 126:
feedback, and engage students in di
Page 127 and 128:
1.4 Teacher makes interdisciplinary
Page 129 and 130:
Rothstein, P. (1990). Educational p
Page 131 and 132:
& Brown, 2005; Tieso, 2003; Tomlins
Page 133 and 134:
Gardner, H. (1999). Intelligence re
Page 135 and 136:
Danielson (1996, 2007) asserts that
Page 137 and 138:
0.61) on student achievement. Accor
Page 139 and 140:
Available from http://merc.soe.vcu.
Page 141 and 142:
deviations higher than the achievem
Page 143 and 144:
Several other studies have demonstr
Page 145 and 146:
http://ies.ed.gov/ncee/wwc/Practice
Page 147 and 148:
Research and Proven Practices of Dr
Page 149 and 150:
Missouri Domain 1 Teaching Routine
Page 151 and 152:
Missouri Indicator # of Marzano str
Page 153 and 154:
MDQ 2.9 Based on student needs, the
Page 155 and 156:
Teacher Growth Guide 1.2 - Marzano
Page 157 and 158:
MDQ 5.24 The teacher scans the room
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
MDQ 3.18 When content is informatio
Page 167 and 168:
Page 169 and 170:
MDQ 3.18 When content is informatio
Page 171 and 172:
MDQ 2.9 Based on student needs, the
Page 173 and 174:
Page 175 and 176:
MDQ 3.19 When the content involves
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
MDQ 2.11 The teacher asks inferenti
Page 183 and 184:
MDQ 4.22 The teacher engages them i
Page 185 and 186:
MDQ 2.10 During breaks in the prese
Page 187 and 188:
Standard 4: Critical Thinking Teach
Page 189 and 190:
MDQ 3.19 When the content involves
Page 191 and 192:
MDQ 5.24 The teacher scans the room
Page 193 and 194:
MD4.56 The teacher interacts with s
Page 195 and 196:
MDQ 5.25 The teacher uses academic
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
MDQ 4.21 The teacher organizes the
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
MD3.54 The teacher monitors and cha
Page 215 and 216:
Standard 8: Professionalism Teacher
Page 217 and 218:
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:
Page 243 and 244:
Page 245 and 246:
Meta-cognitive strategies (.69 effe
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Standard 4: Critical Thinking Growt
Page 253 and 254:
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
Standard 6: Utilizing Effective Com
Page 261 and 262:
Page 263 and 264:
Page 265 and 266: Standard 7: Student Assessment and
Page 267 and 268: Standard 8: Professionalism Quality
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 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 305 and 306: 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: Standard 2: Student Learning, Growt
Page 319 and 320: Technique 44: Precise Praise Use po
Page 321 and 322: Technique 10: Double Plan It’s as
Page 323 and 324: Technique 32: SLANT Key behaviors t
Page 325 and 326: Technique7: 4 Ms A great lesson obj
Page 327 and 328: Change the Pace Use a variety of ac
Page 329 and 330: Clear and Concise Used to improve t
Page 331 and 332: Every Minute Matters Time is water
Page 333 and 334: Technique 21: Take a Stand Push stu
Page 337 and 338: Technique 33: On Your Mark Show stu
Page 339 and 340: Technique 45: Warm / Strict At exac
Page 341 and 342: Technique 15: Circulate Moving stra
Page 343 and 344: All Hands Shift rapidly among and i
Page 345 and 346: Technique 28: Entry Routine Make ef
Page 347 and 348: Technique 43: Positive Framing Make
Page 351 and 352: Standard 6: Effective Communication
Page 353 and 354: Technique 21: Take a Stand Push stu
Page 355 and 356: Technique 26: Everybody Writes Set
Page 357 and 358: Technique 18: Check for Understandi
Page 359 and 360: Technique7: 4 Ms A great lesson obj
Page 367 and 368:
Standard 8: Professionalism Growth
Page 369 and 370:
Standard 8: Professionalism Quality
Page 371 and 372:
Standard 8: Professionalism Growth
Page 373 and 374:
Technique 43: Positive Framing Make
Page 375 and 376:
show all

eq-ees-teacher-evaluation

Create successful ePaper yourself

Delete template?

Save as template?