Teacher – Full Teacher Evaluation Information - North Dakota ...

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Classroom Assessment Scoring System (CLASS) http://www.teachstone.org
Page 1 and 2: Further Information on Teacher Eval
Page 3 and 4: The Framework for Teaching http://w
Page 5 and 6: McREL’s Teacher Evaluation System
Page 7 and 8: The Framework for Teaching http://w
Page 9: McREL’s Teacher Evaluation System
Page 13 and 14: Case Study: Minnesota’s Center fo
Page 15 and 16: Executive Summary In this report we
Page 17 and 18: provides the critical link for coor
Page 19 and 20: • The types of CLASS data that ar
Page 21 and 22: early years of formal education. As
Page 23 and 24: The CLASS initially was developed f
Page 25 and 26: CLASS Implementation Guide 15
Page 27 and 28: Of even greater concern is the fact
Page 29 and 30: These and other studies provide com
Page 31 and 32: Below we provide an overview of eac
Page 33 and 34: Step 1: Coordinated Planning and De
Page 35 and 36: professional development approaches
Page 37 and 38: They yielded an average reliability
Page 39 and 40: 04 Evaluation and Monitoring: Measu
Page 41 and 42: To the first point, CASTL does not
Page 43 and 44: issues in ways that are distinct fr
Page 45 and 46: For teachers and program directors,
Page 47 and 48: Is online training available? Teach
Page 49 and 50: quality of every classroom or a glo
Page 51 and 52: Other aspects of teaching practice
Page 53 and 54: CASE STUDY Virginia’s Star Qualit
Page 55 and 56: 05 Professional Development: Helpin
Page 57 and 58: For CLASS-based PD programs that CA
Page 59 and 60: opportunity to watch and reflect on
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their classrooms objectively and be
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Supplementing federal and local eff
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Step 3. Implementation of Professio
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CASE STUDY The San Diego County PFA
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06 OTHER IMPORTANT CONSIDERATIONS T
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While all of the dimensions of the
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IMPORTANT PRINCIPLES FOR EFFECTIVE
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References Burchinal, M., Vandergri
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APPENDIX: LIST OF QUESTIONS Evaluat
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How is the CLASS tool organized? ht
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www.teachstone.com | tel 434.293.39
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CASTL Curry School of Education Mea
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CASTL Curry School of Education Mea
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The Framework for Teaching http://w
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The Framework for Teaching Evaluati
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The 2011 Edition In 2009, the Bill
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1a Knowledge of Content and Pedagog
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PROFICIENT Teacher displays solid k
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1b Demonstrating Knowledge of Stude
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PROFICIENT Teacher understands the
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1c Setting Instructional Outcomes
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PROFICIENT Most outcomes represent
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1d Demonstrating Knowledge of Resou
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PROFICIENT Teacher displays awarene
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1e Designing Coherent Instruction
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PROFICIENT Teacher coordinates know
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1f Designing Student Assessments—
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PROFICIENT Teacher’s plan for stu
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2a Creating an Environment of Respe
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PROFICIENT Teacher-student interact
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2b Establishing a Culture for Learn
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PROFICIENT The classroom culture is
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2c Managing Classroom Procedures—
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PROFICIENT There is little loss of
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2d Managing Student Behavior—Poss
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PROFICIENT Student behavior is gene
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2e Organizing Physical Space—Poss
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PROFICIENT The classroom is safe, a
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3a Communicating with Students—Po
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PROFICIENT The teacher clearly comm
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3b Questioning and Discussion Techn
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PROFICIENT Although the teacher may
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3c Engaging Students in Learning—
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PROFICIENT The learning tasks and a
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3d Using Assessment in Instruction
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PROFICIENT Assessment is used regul
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3e Demonstrating Flexibility and Re
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PROFICIENT Teacher promotes the suc
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4a Reflecting on Teaching—Possibl
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PROFICIENT Teacher makes an accurat
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4b Maintaining Accurate Records—P
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PROFICIENT Teacher’s system for m
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4c Communicating with Families—Po
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PROFICIENT Teacher communicates fre
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4d Participating in a Professional
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PROFICIENT Teacher’s relationship
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4e Growing and Developing Professio
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PROFICIENT Teacher seeks out opport
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4f Showing Professionalism—Possib
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PROFICIENT Teacher displays high st
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Correlation between the Danielson F
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Correlation between the Danielson F
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Research Base and Validation Studie
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Domain 1 Classroom Strategies and B
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3. Celebrating Success The teacher
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5. Organizing the Physical Layout o
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2. Organizing Students to Interact
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4. Chunking Content into “Digesti
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6. Elaborating on New Information T
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8. Reflecting on Learning The teach
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10. Organizing Students to Practice
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12. Examining Similarities and Diff
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14. Practicing Skills, Strategies,
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Design Question #4: What will I do
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18. Providing Resources and Guidanc
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2. Using Academic Games The teacher
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4. Using Physical Movement The teac
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7. Using Friendly Controversy The t
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9. Presenting Unusual or Intriguing
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11. Applying Consequences for Lack
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18. Probing Incorrect Answers with
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3. Planning and Preparing for Appro
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Domain 3 Reflecting on Teaching Eva
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2. Monitoring progress relative to
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Promoting Exchange of Ideas and Str
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An Observational Protocol Based on
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These design questions not only pro
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knowledge? What is the teacher doin
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Applying (A): Uses the strategy and
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Using the Observational Protocol fo
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notwithstanding, the primary purpos
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Using the Observational Protocol fo
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Lesson Segments that Involve Routin
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© Robert J. Marzano Page 17
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Observation Protocol Short Form I I
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13. Examining errors in reasoning (
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Lesson Segments Involving Routine E
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learning goal. Teacher Evidence Te
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Lesson Segments Addressing Content
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Graphic organizer Teacher has stud
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Teacher asks students to state or r
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Weak reference Misinformation Tea
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need guidance or resources Circula
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The teacher demonstrates intensity
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11. Applying Consequences for Lack
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Teacher Evidence Teacher does not
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McREL’s Teacher Evaluation System
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Mid-continent Research for Educatio
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Contents Introduction .............
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To conduct each comparison, analyst
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Figure 1. Distribution of Ratings b
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indicators (9%) were judged to have
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Table 2. Examples of Similar Conten
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The color coding in figures 6 and 7
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InTASC Model Core Teaching Standard
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McREL Teacher Evaluation Standards
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REFERENCES Council of Chief State S
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