eq-ees-teacher-evaluation

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Standard 4: Critical Thinking Growth Guide 4.2 – Teach Like a Champion Techniques Quality Indicator 2: Appropriate use of instructional resources to enhance student learning Emerging Developing Proficient Distinguished 4E2) The emerging teacher… 4D2) The developing teacher also… 4P2) The proficient teacher 4S2) The distinguished teacher also… also… Uses a variety of instructional resources to enhance the teaching and learning process. Purposefully selects and uses a variety of developmentally appropriate instructional resources to enhance academic performance and technological literacy. Assesses the effectiveness of instructional resources and developmentally appropriate instructional activities and adapts for promoting complex thinking and technological skills. Lemov, Doug. (2010) Teach Like a Champion: 49 Techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. Applies research-based instructional resources including technology to enhance their own teaching, as well as being a potential resource to others. Score = 0 1 2 3 4 5 6 7 Technique 6: Begin with the End Teaching by methodically asking how one day’s lesson builds off the previous day’s, prepares for the next day’s and all three fit into a larger sequence of objectives that leads to mastery. Teacher Progress from unit planning to lesson planning; use a well-framed objective to define the Student goal of each lesson; determine how to assess your effectiveness in reaching your goal; and (Not executed live in front of students; it’s the preparation done before teaching. This decide on your activity technique will result in students experience cohesive, learning progressions) Teacher 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). 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) Teacher Technique 13: Name the Steps Subdivide complex skills into component tasks and build knowledge up systematically. Student Identify the steps; make them sticky (memorable and stick in students’ minds); build the Learn steps and use this road map as they progress towards mastery (competence) steps; use two stairways (explaining the process and doing the process) Explains the process while another student does the process. Provides a process that the student can use as they work to remember content Change the Pace Use a variety of activities to accomplish your objective and move from one to the other throughout the course of a lesson Teacher People of all ages tend to lose focus after ten minutes, so do something new to engage them. Creation an illusion of speed by using a variety throughout the lesson Student Is energized as a part of the learning process Feels as if they are moving quickly from activity to activity
Every Minute Matters Time is water in the desert, a teacher’s most precious resource; You can always be teaching Teacher Student Keep a series of short learning activities ready so you’re prepared when a two-minute Experiences no wasted time; comes to understand that the learning process is one in which opportunity emerges (end of class, in the hallway, waiting for buses, etc.). every minute counts
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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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Standard 8: Professionalism Quality
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Introduction to Teach Like a Champi
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Lemov: Teach Like a Champion ST 1 S
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Lemov: Teach Like a Champion ST 1 S
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Page 283 and 284: 18. Check For Understanding 21. Tak
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Page 287 and 288: Growth Guide 1.1 - Teach Like a Cha
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Page 299 and 300: Stock Questions Similar sequences o
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Page 303 and 304: Technique 11: Draw the Map Control
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Page 311 and 312: Technique 33: On Your Mark Show stu
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Page 317 and 318: Teacher Technique 49: Normalize Err
Page 319 and 320: Technique 44: Precise Praise Use po
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Page 327 and 328: Change the Pace Use a variety of ac
Page 329: Clear and Concise Used to improve t
Page 333 and 334: Technique 21: Take a Stand Push stu
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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
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Page 355 and 356: Technique 26: Everybody Writes Set
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Page 369 and 370: Standard 8: Professionalism Quality
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Page 375 and 376: Standard 9: Professional Collaborat
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