eq-ees-teacher-evaluation

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Teacher Growth Guide 1.4 Standard 1: Content knowledge aligned with appropriate instruction. Quality Indicator 4: Interdisciplinary instruction Emerging Developing Proficient Distinguished 1E4) The emerging teacher… 1D4) The developing teacher also… 1P4) The proficient teacher also… 1S4) The distinguished teacher also… Demonstrates the ability to make interdisciplinary content connections during instruction. Evidence of Commitment N / A Evidence of Practice Connections between various disciplines are logical and add to overall learning Evidence of Impact Students understand the meaning of inter-disciplinary content connections Implements meaningful interdisciplinary learning experiences that require students to apply disciplinary knowledge. Evidence of Commitment N / A Evidence of Practice Meaningful learning experiences are appropriate to particular content or concepts and contribute to student’s overall mastery Evidence of Impact Students apply disciplinary knowledge to real world problems with interdisciplinary themes Professional Frames Develops and implements interdisciplinary projects that guide students in analyzing the complexities of an issue or question using perspectives from varied disciplines. Evidence of Commitment N / A Evidence of Practice Lesson activities include interdisciplinary projects prompting students to analyze the complexities of an issue or question Evidence of Impact Students analyze the complexities of an issue or question using perspectives from varied disciplines Connects current interdisciplinary themes to their discipline(s) and weaves those themes into meaningful learning experiences through collaboration with students, colleagues, and/or realworld partners. Evidence of Commitment N / A Evidence of Practice Incorporates current interdisciplinary themes into collaborative classroom learning experiences Evidence of Impact Students evaluate and synthesize the complexities of an issue or question using perspectives from varied disciplines Score = 0 1 2 3 4 5 6 7 Missouri's educator evaluation systeM May 2013
Teacher Growth Guide 1.5 Standard 1: Content knowledge aligned with appropriate instruction. Quality Indicator 5: Diverse social and cultural perspectives Emerging Developing Proficient Distinguished 1E5) The emerging teacher… 1D5) The developing teacher also… 1P5) The proficient teacher also 1S5) The distinguished teacher also… Facilitates students’ ability to develop balanced, diverse social and cultural perspectives by recognizing personal bias in lesson design. Evidence of Commitment Reviews lesson plans to identify areas of potential bias Evidence of Practice Demonstrates importance and appreciation of a variety of perspectives Evidence of Impact Student understanding of local and global issues surrounding disciplinary content expands Designs instruction that incorporates global perspectives about national/regional/ethnic contributions to, and cultural differences/interpretations of the discipline. Evidence of Commitment Eliminates bias in lesson designs and learning objectives Evidence of Practice Instructional activities include global perspectives and/or critical examination of bias Evidence of Impact Students’ ability increases to develop balanced, diverse social and cultural perspectives Professional Frames Builds background knowledge from a variety of perspectives critical to fostering innovation, solving global challenges, and assuring a healthy democracy. Evidence of Commitment Conduct reviews and research to build background knowledge and a variety of perspectives Evidence of Practice Instruction includes indications of background knowledge from a variety of perspectives prompting innovation and problem-solving Evidence of Impact Students engage in questioning and challenging of conventional assumptions and standard approaches Facilitates student action to address real-world problems from a variety of perspectives related to the discipline that improves their community and/or world. Evidence of Commitment Lesson designs and learning objectives exhibit a variety of perspectives Evidence of Practice Instructional strategies and learning activities include students addressing real-world problems Evidence of Impact Students address real-world problems related to the discipline that improve their community and/or world Score = 0 1 2 3 4 5 6 7 Missouri's educator evaluation systeM May 2013
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: Teacher Growth Guide 1.3 Standard 1
Page 41 and 42: Standard 2: Student Learning, Growt
Page 49 and 50: Standard 3: Curriculum Implementati
Page 51 and 52: Standard 3: Curriculum Implementati
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: Standard 5: Positive Classroom Envi
Page 61 and 62: Standard 6: Effective Communication
Page 63 and 64: Standard 6: Effective Communication
Page 65 and 66: Standard 7: Student Assessment and
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: Standard 9: Professional Collaborat
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
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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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Standard 2: Student Learning, Growt
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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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Standard 3: Curriculum Implementati
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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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Standard 5: Positive Classroom Envi
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Standard 6: Effective Communication
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MDQ 4.21 The teacher organizes the
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Standard 7: Student Assessment and
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MD3.54 The teacher monitors and cha
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Standard 8: Professionalism Teacher
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Standard 9: Professional Collaborat
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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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Technique 44: Precise Praise Use po
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Technique 10: Double Plan It’s as
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Technique 32: SLANT Key behaviors t
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Technique7: 4 Ms A great lesson obj
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Change the Pace Use a variety of ac
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Clear and Concise Used to improve t
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Every Minute Matters Time is water
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Technique 21: Take a Stand Push stu
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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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Technique 15: Circulate Moving stra
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All Hands Shift rapidly among and i
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Technique 28: Entry Routine Make ef
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Technique 21: Take a Stand Push stu
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Technique 26: Everybody Writes Set
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Technique 18: Check for Understandi
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Technique7: 4 Ms A great lesson obj
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Standard 8: Professionalism Growth
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Standard 8: Professionalism Quality
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Standard 8: Professionalism Growth
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