eq-ees-teacher-evaluation

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Standard 2: Student Learning, Growth and Development Growth Guide 2.6 – Teach Like a Champion Techniques Quality Indicator 6: Language, culture, family and knowledge of community values Emerging Developing Proficient Distinguished 2E6) The emerging teacher… 2D6) The developing teacher also… 2P6) The proficient teacher 2S6) The distinguished teacher also… also… Reviews demographic and biographical data of students to determine the variety of learning needs. Modifies instruction in response to how students’ learning is influenced by individual experience, talents, and prior learning, as well as language, culture, family and community values. Creates a learning climate which respects individual differences by using teaching approaches that incorporate and are sensitive to the multiple experiences of learners, their family, culture, and community. Score = 0 1 2 3 4 Technique 21: Take a Stand 5 6 7 Push students to actively engage in the ideas around them by making judgments about the answers their peers provide. Teacher Push students to assess the responses of other students (can be whole class, evaluative, verbal or signaled through a gesture). 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). Lemov, Doug. (2010) Teach Like a Champion: 49 Techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. Connects instruction to students’ experiences creating a trusting environment by employing strategies that respect differing cultures and draws explicit connections during instruction / assignments that are related to students’ experiences and culture. Student Actively engages in the ideas around them by making judgments about the answers their peers provide. Are open to having their ideas be assessed by peers as well Technique 28: Entry Routine Make efficiency, productivity, and scholarly the habit after the greeting and as students take their seats and class begins. Teacher Student Have students pick up materials instead of you passing them out (it is quicker); be sure Comes in, picks up needed materials, turns in homework, sits in their seat and immediately students know where to sit; turn in homework the same way every day; and a Do Now gets begins on the day’s objective. Knows that efficiency, productivity and being scholarly is the students busy and the lesson underway. habit in this classroom Technique 30: Tight Transitions Quick or routine movement from place to place or activity to activity that students can execute without extensive narration by the teacher. Teacher Student Protects the most important resource: time. Teach transitions in steps (maybe even number Knows exactly what to do, where to do it, and how to do it and can do it quickly without them); use point to point movement (identify a location that students move to and then needing additional information from the teacher stop); to focus on speed, practice transitions against the clock (motivates students to improve); control what students say during the transition (if they are quick enough, it can be done in silence); and provide consistent enforcement (always do it the right way). *this applies to the movement of materials as well as students
Technique 44: Precise Praise Use positive reinforcement as a powerful classroom tool Teacher Student Differentiate acknowledgment and praise (acknowledge when expectations have been met Understands that meeting expectation will be acknowledged but that receiving praise is and praise when the exceptional has been achieved); praise and acknowledge loud – fix soft; reserved for when exceptional work has been demonstrated praise must be genuine (address praise and correction specifically to those who need to receive it – don’t use the praise of one student to serve as the correction of another).
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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 267 and 268: Standard 8: Professionalism Quality
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Page 273 and 274: Introduction to Teach Like a Champi
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Page 287 and 288: Growth Guide 1.1 - Teach Like a Cha
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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 317: Teacher Technique 49: Normalize Err
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
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Page 341 and 342: Technique 15: Circulate Moving stra
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Page 345 and 346: Technique 28: Entry Routine Make ef
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Page 355 and 356: Technique 26: Everybody Writes Set
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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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