eq-ees-teacher-evaluation

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Standard 3: Curriculum Implementation Teacher Growth Guide 3.3 Quality Indicator 3: Instructional goals and differentiated instructional strategies Emerging Developing Proficient Distinguished 3E3) The emerging teacher… 3D3) The developing teacher also… 3P3) The proficient teacher also… 3S3) The distinguished teacher also… Uses differentiated instructional strategies to address student learning needs in meeting the objectives of the curriculum. Evidence of Commitment Informally assesses lesson plans relative to long and short-term goals to accomplish curriculum standards Evidence of Practice Instruction delivered demonstrates differentiation strategies Evidence of Impact N / A Systematically selects differentiated instructional strategies and content to meet student needs and enhance learning. Evidence of Commitment Analyzes lesson plan effectiveness relative to long- and short-term goals to help students accomplish curriculum standards Evidence of Practice Differentiated instructional strategies meet student needs and enhance learning Evidence of Impact N / A Professional Frames Adjusts instructional goals and time and modifies instructional strategies, and content to meet students’ needs and enhance learning. Evidence of Commitment Continuously evaluates lesson plan effectiveness relative to long- and short-term goals for student performance in meeting curriculum standards Evidence of Practice Demonstrates adjustments as a part of delivering effective instruction Evidence of Impact N / A Leads colleagues in discussions of instructional goals to identify methods for modifying instructional strategies, content, and adjusting time to meet students’ needs and enhance learning. Evidence of Commitment Engages in a cycle of lesson plan modification based on student results in meeting curriculum standards Evidence of Practice Collaborates with colleagues in discussions of instructional goal modification and strategies, content, and adjusting time to meet students’ needs and enhance learning Evidence of Impact N / A Score = 0 1 2 3 4 5 6 7 Missouri's educator evaluation systeM May 2013
Standard 3: Curriculum Implementation Possible Sources of Evidence The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district and state standards data. • Lesson plans/unit plans • Adjusted lesson/unit plans • Lesson design • Classroom activities • Makes informed curriculum decisions • Incorporates state and district curriculum into learning activities • Develops curriculum-aligned instructional strategies and interventions • Uses differentiated instructional strategies • Evaluates the effectiveness of instructional strategies • Student/Parent feedback • Student/Parent survey perceptual data results • Planned learning experiences • Curriculum maps • Goals/Expectations/Essential learning outcomes • Adjusts goals, instruction and time based on identified learning gaps • Modifies instructional strategies and content based on learner needs • Implements learning activities focused on the needs of diverse learners • Collects data on diverse learning needs to provide direction for future lessons • Student journals/reflections • Student structured interviews Professional Commitment Professional Practice Professional Impact • Teacher reflections • Professional learning presentations • Homework assignments • Delivers effective instruction aligned to state and district curriculum standards • Utilizes specific learning activities to address curriculum objectives • Integrates resources that enhance instruction and support diverse learners • Student- lead parent conferences • Student tracked record of individual progress • Presentations to colleagues • Peer conversations, discussions, comments, reflections, etc. • Uses data to evaluate the effectiveness of instructional strategies • Models and shares with colleagues (formally and informally) • Serves on curricular review committees • Assists/Coaches colleagues • Observation/examples of student learning needs being met 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 41 and 42: Standard 2: Student Learning, Growt
Page 49: 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
Page 91 and 92: Improvement Plan for: Identify Indi
Page 93 and 94: Missouri's educator evaluation syst
Page 95 and 96: Summative Evaluation Form Missouri
Page 97 and 98: Standard 8: Self-Assessment and Imp
Page 99 and 100: 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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