eq-ees-teacher-evaluation

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Possible Sources of Evidence Standard 1: Content knowledge, including varied perspectives, aligned with appropriate instruction. The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students. • Lesson/unit plan • Learning activities plan • Student learning expectations • Student learning objectives • Lesson design • Builds student background knowledge utilizing a variety of global perspectives • Uses and facilitates academic language acquisition • Incorporates new research-based content information into instruction • Uses instructional and engagement strategies • Observation verification of student mastery • Student work samples • Student portfolios • Student feedback/comments • Student assessment data • Student reflection/journals • IEP Performance/growth reports Professional Commitment • Tiered/differentiated lessons/units • Homework assignments and guiding instructions • Flexible grouping plans • Parent/guardian outreach • Bulletin boards Professional Practice • Facilitates student enrichment activities • Uses tiered differentiated learning opportunities • Uses flexible grouping • Draws from multiple content sources • Encourages student responsibility and articulates clear student expectations Professional Impact • Student discussions/questions • Non-academic records of individual progress (class participation, engagement, motivation, behavior, etc.) • Academic records of individual student progress • Student completion data on homework/projects • Performance assessments • Research integration plan • Praxis scores • Agenda/meeting notes from grade level/content area team • IEP Conferences/reports • Facilitates student directed learning activities • Engages students in inquiry/research experiences • Implements interdisciplinary learning experiences • Facilitates student action to address relevant realworld issues from a global perspective • Data on academic vocabulary use • Structured interviews with students • Student engagement and participation • Student and/or parent survey results • Student products/projects • Parent/community attendance at school functions Missouri's educator evaluation systeM May 2013
Standard 2: Student Learning, Growth and Development Teacher Growth Guide 2.1 The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. Quality Indicator 1: Cognitive, social, emotional and physical development Emerging Developing Proficient Distinguished 2E1) The emerging teacher… 2D1) The developing teacher also… 2P1) The proficient teacher also… 2S1) The distinguished teacher also… Knows how to address developmental factors when making instructional decisions. Evidence of Commitment Designs instruction with a basic understanding of developmental factors Evidence of Practice Instructional decisions are based on an understanding of how students develop Evidence of Impact Developmental factors specific to students are recognized Applies understanding of child/adolescent growth and development markers to implement instruction that fosters development in students. Evidence of Commitment Knows and can apply theories of child/adolescent growth Evidence of Practice Examples or research on models of growth and development are used as a resource to guide instructional decisions Evidence of Impact Students development increases as a result of teacher’s use of theories as a resource Professional Frames Uses knowledge of individual growth and development to monitor and chart learner’s progress toward goals in each domain to meet current needs and lead to the next level of development. Evidence of Commitment Monitors and charts learner progress toward goals Evidence of Practice Assessment is accurate and timely regarding individual status and progress and informs decisions on instruction and learning activities Evidence of Impact Students progress to the next level of development as a result of teacher’s use of assessment Models and shares with colleagues an effective, continuous instructional cycle that assesses individual performance, identifies needs and provides instruction promoting individual advancement in each domain. Evidence of Commitment Maintains resources to assist colleagues in their understanding of developmental theories Evidence of Practice Is able to act as a resource to other colleagues in using models of growth and development to guide instruction Evidence of Impact Students advance in each domain as a result of their individual needs being assessed and instruction being planned accordingly 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 and 38: Teacher Growth Guide 1.3 Standard 1
Page 39: Teacher Growth Guide 1.5 Standard 1
Page 43 and 44: 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
Page 89 and 90: 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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