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Teacher Evaluations

Domains and SLOS
by

rani baksh

on 19 September 2013

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Transcript of Teacher Evaluations

Teacher Evaluation
2013-2014


"Teaching is a profession more complex then medicine."
Domain 4: Professional Responsibilities
50 % Quantitative Measures
Overview of Teacher Evaluation Components
50 % Qualitative Measures
Qualitative Measures: The Charlotte Danielson Framework for Teaching
Domains: Qualitative Measures
Quantitative measures
SLOs 30%
Components:
1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Designing Learning Activities
1e: Designing Student Assessments
Domain 1: Planning and Preparation
Components:
2a: Creating and Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
Domain 2: Classroom Environment
Components:
3a: Communicating with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessments in Instruction
Domain 3: Instruction
Components:
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in a Professional Community
4e: Growing and Developing Professionally
4f: Showing Professionalism
Domain 4: Professional Responsibilities
On stage: Observable
Off stage:
http://www.nctq.org/docs/Wichita_Evaluation__handbook.pdf
Domain 1:Planning and Preparation
1a: Knowledge of Content and Pedagogy
Teacher show interdisciplinary connection in plans practice
1b: Demonstrating knowledge of students
Teacher participation in community cultural event
Teacher designed opportunities for families to share hertiage
1c: Setting Instructional Outcomes
What is it that we want our students to know and be able to do?
1d: Demonstrating Knowledge Resources
Guest speakers
Materials provided by professional organizations
Community Resources
The Knowing Components
Grant Wiggins & Jay McTighe :UBD
Non-negotiable components of the new curriculum
1e: Designing Coherent Instruction
Lessons that support instructional outcomes and reflect important concepts
Instructional maps:
advance organizers
Thoughtfully planned learning groups:
set by pre-assessments in new curriculum
1f: Designing Student assessment
Indicator: Statements of student learning, not student activity
1e: Lessons that support instruction outcomes and reflect important concepts
1f: Designing Student assessment:
Lesson plans indicate correspondence between assessment and instructional outcomes
The Doing Components
4a: Reflecting on Teaching
Reflection tool on website
4b: Maintaining Accurate Records
Completion of data binders
grade books
reports for SST and IEP
4c: Communication with Families
online communication
frequent opportunities for families to engage in the learning process:
performance task
4d: Participating in a Professional Community
Regular teacher participation and support of community initiatives
4e: Growing and Developing Professionally
Participation in learning networks with colleagues: feedback freely shared
4f: Showing Professionalism
Teachers challenge existing practice in order to put students first
:
what teachers know
:
how teachers show
Domain 2: The Classroom Environment
"On stage"
Domain 3: Instruction
Derive measures from current curriculum resources, if appropriate
SLOs may cover one unit of study
Create an appropriate assessment if none is available in the curriculum
Format SLO according to the template provided
SLOs can be developed in grade level teams
Can be the same from year to year
Collect

artifacts
30% total
15% one SLO is allocated to the school's SLO
15% one SLO is allocated to grade level overarching concepts linked to curriculum ( not isolated skills)
Establish consistent testing procedures to ensure it is an authentic measure of growth.
Individualize targets for each class
Identify the test that will be used to measure growth
20%
10% Reading
10 % Math
Test scores will be used in grades 4-8
Each 10% will measure student growth. They will track each students' MSA score from year to year: how many moved from low basic to basic, basic to high basic, high basic to low proficient, etc.
We would be getting away from the apples to oranges comparisons of status scores (comparing this year's 4th grade with last year's 4th grade) and moving to cohort comparisons (which most people think is a much fairer way). They would only count students in the school for both grades.
2 formative years
Formal observation and informal observation data
Professional Growth Plan evidence
Rating from last summative year and narrative
Student Learning Outcome evidence
New Evaluation Cycle
1 summative year
3 years of Observation Evidence
3 years of Student Learning Outcome data
State Testing data
Components:
3a: Communicating with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessments in Instruction
2 Formative:
1 Summative: Non-tenured
Evaluation year

Effective developing
Ineffective

Use a pre-assessment at the beginning of the year to identify areas of weakness.
3 year cycle
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”
William Arthur Ward
Full transcript