eq-ees-teacher-evaluation

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Look Forward Mild suspense creates tension, excitement and anticipation around learning Teacher Student Make your pacing feel more vibrant by building in some type of mild suspense into your Is motivated to see the learning through to the end (how it turns out) learning objective Wants to know what is coming next
Standard 8: Professionalism Growth Guide 8.3 – Teach Like a Champion Techniques Quality Indicator 3: Professional rights, responsibilities and ethical practices Emerging Developing Proficient Distinguished 8E3) The emerging teacher… 8D3) The developing teacher also… 8P3) The proficient teacher also… 8S3) The distinguished teacher also… Demonstrates professionalism and ethical behavior by adhering to the code of conduct and aligning classroom practices to district policies and school procedures. Consistently exhibits professionalism in all situations and ensures that classroom practices align to district policies and school procedures. Assists colleagues by consistently modeling professionalism throughout the school and district and the broader community. Lemov, Doug. (2010) Teach Like a Champion: 49 Techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. Influences the framing, revision and advocating of policies and procedures that promotes ethical and professional behavior of all educators. Score = 0 1 2 3 4 5 6 7 Teacher 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. 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 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 goal of each lesson; determine how to assess your effectiveness in reaching your goal; and decide on your activity Student (Not executed live in front of students; it’s the preparation done before teaching. This technique will result in students experience cohesive, learning progressions) 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 35: Props Public praise from the class for students who demonstrate excellence or exemplify virtues (also called “shout-outs” or “ups”) Teacher Student Can cue a prop in one second; can be visceral (non-verbal and without a message); is Gives props the right way: crisply, quickly and enthusiastically for peers universal (everyone joins in); its tone is lively and fun; is evolving (students can suggest and Receives props from classmates for doing something excellent or virtuous develop ideas)
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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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Technique 32: SLANT Key behaviors t
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Technique 13: Name the Steps Subdiv
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Stock Questions Similar sequences o
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Technique 43: Positive Framing Make
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Technique 11: Draw the Map Control
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Technique 33: On Your Mark Show stu
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Technique 45: Warm / Strict At exac
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Teacher Technique 49: Normalize Err
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