TEAM OrientationTeacher Evaluation and Assessment Model

*Please note that activities presented are just suggestions/ideas for each element.

Example of Teacher Scale

Innovating Adapts and creates new strategies for unique situations

Applying Establish and Review Expectations AND Monitors extent to which students understand rules and procedures

Developing Establish and Review ExpectationsBeginning Uses strategy incorrectly or parts are missingNot Using Strategy was called for but not exhibited

*Red lettering indicates scale scores that don’t change.*Black lettering indicates the target/benchmark that is being evaluated. These change for each element.

Element 1Provide Goals and Scales

Post goal (benchmark)Refer to goal (benchmark)Post scaleRefer to scale

4 Going above and beyond

3 Meeting benchmark independently

2 Partial understanding of benchmark, independent

1 Partial understanding with help

0 No understanding even with help

Example of Student ScaleThis is a general scale

that can be used for any benchmark.

Element 2Track Student Progress

• Sharing results from Mini Benchmarks• Asking students to self rate/assess• Data notebook• Mini conference with students about progress• Mini scales for students & teachers to refer to

Element 4Establishing Classroom Routines

Rules vs. RoutinesRules: 3-5 that you expect all the time CivilityProcedures: Change based on activity Group work, seat work, materials

-Provide cues/signals-Involve students in designing routines-Review rules and routines

Element 9Chunk Content into “Digestible Bites”

Stop for discussion at strategic points during: – Verbal presentation– Oral reading– Videos– Demonstrations

“Learning proceeds more efficiently if students receive information in small chunks that are processed immediately. The more students know about the content, the larger the chunks can be.” - Marzano (The Art and Science of Teaching (2007))

Element 13Reflecting on Learning

Types of Reflection- Reflective Journals/Think Logs- Ticket Out- Self rating visual cues

Sample Questions/Probes

• What am I still confused about/What is clear?• What was I right/wrong about?• What did I do well/What could I do better?•1 Sentence Summary•3-2-1 -3 Things I know - 2 Things I want to know - 1 Question

These can be

stated or

recorded.

Element 15 Organizing Students to Practice and Deepen Knowledge

Group students with EXPRESSED IDEA of:– Deepening knowledge– Practicing a skill/strategy/process

Kagan Strategies -Think-Pair-Share -Carousel Feedback -Corners

Active Learning -4 Corners Debate -Project based learning-Multiple Intelligences

Element 19Practicing Skills, Strategies and Processes

Engage students in practice activities that are appropriate to their current level of ability. – Goal is to increase Confidence and Competence

Gradual Release ModelI doWe doYou do

Effective Practice Characteristics1) Frequent, Structured Practice Sessions2) Less Structured Practice Sessions3) Independent Practice for fluency

Element 22Engage Students in Cognitively Complex Tasks

• Experimental Inquiry – Science experiments, Common observations (today’s kids fluently use technology)

• Problem Solving – Problem Based Learning(PBL) – Unnatural disaster project, rewrite a passage leaving out

conjunctions but keeping meaning

• Decision Making – Mayflower voyage, Math HOTS questions,

• Investigation – Document Based Questioning (DBQ)

• Supporting Answers – New Idea/Answer > Reason why I think it’s true > What I observed > Things that might change my idea/answer

Element 24Noticing when students are NOT engaged

Attention

How do I feel? Classroom energy levelTeacher demeanorAcceptance

Am I interested? Game like activitiesUnique informationVaried questioning

Engagement

Is it important?AuthenticChoiceApply background

Can I do this?Track progressVerbal feedbackSelf efficacy

Compliant Behavior vs. Cognitive Engagement-Effective teachers make instructional decisions that

foster student attention and engagement-

Element 29Demonstrating Intensity & Enthusiasm

Personal Stories Allow students to find own personal connection to content

Verbal and Nonverbal Signals Voice modulation“Talk with your hands” / Act out

Zest for Teaching Vary presentation styles

Element 33Demonstrate “Withitness”

• Scan the room• Intervene promptly• Occupy the room• Graduated action• Pre-determine problems and plan accordingly

Element 38 Displaying Objectivity and Control

Effective Student-Teacher Relationship

Guidance and Control-Clarity of purpose and strong guidance-Consistent enforcement of positive and negative consequences-Emotional objectivity-Maintain cool exterior

Cooperation and Concern-Know something about each student-Use interests to plan -Use of humor-Physical behaviors that communicate interest-Appropriate affection for students

Element 39Demonstrating Value and Respect for Low Expectancy (ALL) Students

-Praising success-Smiling and other nonverbal behavior-Proximity to teacher-Frequency of interactions-Questioning strategies-Use of strategies to deepen understanding

Element 42Effective Scaffolding of Information with Lessons

New Information is organized to build on prior knowledgeLogical progressIntegrated Anticipates potential confusion

Innovating Teacher Leader, helps others with activity

Applying Organized lesson, new information builds on previous

Developing Scaffolding used but relationship unclear

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Element 44Attention to Established Content Standards

Lessons and Units are aligned to Standards as identified by the districtContent follows scope and sequence

Innovating Teacher Leader, helps others with activity

Applying Scope and sequence of content is ensured

Developing Important Content Included lacks sequence

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Element 46Use of Available Technology

The Teachers identifies and uses available technology -planning/articulating• Whiteboards• One to one computers• Voting technologies

Innovating Teacher Leader, helps others with activity

Applying Can identify technology and manner to enhance understanding

Developing Can identify technology but not manner to be used

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Element 47Needs of English Language Learners

Provides for the needs of ELL Studentsplanning/articulating• accommodations• adaptations

Innovating Teacher Leader, helps others with activity

Applying Can identify needs and articulate adaptations

Developing Can identify needs but can not articulate adaptations

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Element 48Needs of ESE Students

Provides for the needs of ESE Studentsplanning/articulating• accommodations• adaptations

Innovating Teacher Leader, helps others with activity

Applying Can identify needs and articulate adaptations

Developing Can identify needs but can not articulate adaptations

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Element 49Needs of Students who Lack Home Support

Provides for the needs of Studentsplanning/articulating• Homework• Communication

Innovating Teacher Leader, helps others with activity

Applying Can identify needs and articulate adaptations

Developing Can identify needs but can not articulate adaptations

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Element 53Developing a Written Growth and Development Plan

Innovating Teacher Leader, helps others with activity

Applying Develops plan with goals, actions, timelines, resources

Developing Develops Plan (no goals, actions, timelines, resource)

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

IPDP

Element 54 Charting Progress Regarding Written Growth and Development Plan

Innovating Teacher Leader, helps others with activity

Applying Charts progress, makes modifications

Developing Charts progress no modifications

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Chart progress toward IPDP GoalsAchievement dataAssessmentsStudent workinterviews

Element 55Promoting Positive Interactions with Colleagues

Innovating Teacher Leader, helps others with activity

Applying Interacts positively, and attempts to stop negative comments about others.

Developing Interacts positively, no attempt to stop negative comments about others.

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Interact in a positive manner with colleaguesArticulate situations regarding positive interactionsCooperativeExtinguish negative conversations

Element 56Promoting Positive Interactions about Students and

Parents

Innovating Teacher Leader, helps others with activity

Applying Interacts positively, and attempts to stop negative comments about others.

Developing Interacts positively, no attempt to stop negative comments about others.

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Interact in a positive manner with students and parentsEffective communicationEncourages Parent InvolvementSensitivityArticulate situations regarding positive interactionsExtinguish negative conversations about students/parents

Element 59Adhering to School Rules and Procedures

Innovating Teacher Leader, helps others with activityApplying The teacher is aware of the rules and adheres to them

Developing The teacher is aware of rules but does not adhere to all of them

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

Performs dutiesPolicies, regulations, proceduresAccurate recordsTimelinessLegal Issues/Specific SituationsPersonal Integrity

Element 60Participating in District and School Initiatives

Innovating Teacher Leader, helps others with activity

Applying The teacher is aware of initiatives and participates

Developing The teacher is aware of initiatives but does not participate

Beginning Attempts but does not complete

Not Using Teacher makes no attempt to perform activity

AwarenessParticipationStaff DevelopmentCommittees