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Technique 34: Seat Signals Develop a set of signals for common needs, especially those that require or allow students to get out of their seats. Teacher Student Develop a set of signals for common needs in order to not become distracted from teaching: Signals requests from their seats and can receive the teacher’s approval nonverbally for manage requests without interrupting instruction; be explicit and consistent about the common needs (e.g. pencil sharpener, tissue, bathroom, water, etc.) signals to be used; make signals specific and unambiguous to prevent them from being a distraction; and be clear about when they can be used and when they can’t Technique 37: What To Do Give directions to students in a way that provides clear and useful guidance – enough to allow any student who wanted to do as they have been asked to do so easily. Teacher Student Make directions routinely useful and easy to follow. They should be specific (focus on A larger portion of non-compliance occurs because of incompetence, not defiance manageable and precisely described actions); concrete (involve clear, actionable steps that Incompetence requires direction in order to become competent allowing the student to any student knows how to do); sequential (describes a sequence of actionable steps); and move from non-compliant to compliant. observable (things the teacher can plainly see and verify). Technique 38: Strong Voice Manifestation of the unique power of individuals and their ability to earn respect and credibility, build relationships, and exude confidence and poise. Teacher Student Establish control, command and benign authority that make the use of excessive Feels as if they are being taught by someone who is in control of their learning. consequences unnecessary. This includes an economy of language (focus students on what is Sees the teachers as someone who can control their emotions, is credible and worthy of most important and nothing more); do not talk over (wait until there is no other talking or respect. rustling); do not engage (avoid engaging in other topics until you have satisfactorily resolved the topic you initiated); square up/stand still (turn, with two feet and two shoulders to face the object of your words directly); and use quiet power (when you get nervous, anxious and upset, drop your voice and make students strain to listen-exude poise and calm even if you aren’t feeling it). Technique 41: Threshold When students cross the threshold into the classroom, remind them of the expectations: establish rapport, set the tone, and reinforce the first steps in a routine that makes excellence habitual. Teacher Student With culture, getting it right and keeping it right is easier than fixing it once it’s gone wrong Hard at work just a few seconds after hitting the door Greet students in the threshold of the door, remind them where they are (with you) and Knows the teacher cares personally for them and recalls what the expectations and routines your expectations and demands of them are going to be; experiences and participates in a culture of learning when in your room This establishes a personal connection with students and reinforces classroom expectations Technique 42: No Warnings Using minor interventions and small consequences administered fairly and without hesitation before a situation gets emotional is the key to maintaining control and earning student respect. Teacher Student Take action rather than get angry: act early (use minor interventions to prevent major ones); Does not behave to please you, but demonstrates the correct behaviors to better act reliably (be predictably consistent); act proportionately (start small when the themselves, and to be the best they can be and get the most out of school misbehavior is small). Experiences help and clarity when they demonstrate incompetence Giving a warning is not taking action; it is threatening to take action; once you determine a Experiences incremental consequences when they demonstrate disobedience behavior is the result of disobedience (it’s deliberate) rather than incompetence, a consequence is better than a warning. Issue consequences: be calm, poised and impersonal; be incremental; and be private when you can and public when you must Brighten Lines Draw bright clear lines at the beginning and end of a lesson Teacher Student Beginnings and endings that are clearly visible are more likely to be perceived as reference Experiences the “starts” and “stops” of different lesson activities points and creates the perception you have done multiple, discrete thing.
All Hands Shift rapidly among and involving a wide array of participants Teacher Student Shifting among participants creates a reference point which signals that something has Feels engaged along with other students in the classroom changed, something has begun or ended. Manage questions, requests, and comments that are off task or persist on a topic you are ready to dispense with
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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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18. Check For Understanding 21. Tak
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Building Character And Trust 39 MO
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Growth Guide 1.1 - Teach Like a Cha
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Technique 18: Check for Understandi
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Page 299 and 300: Stock Questions Similar sequences o
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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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