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

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Table of Contents Acknowledgements 4 Executive Summary 5 1. Investing in Effective Teacher-Child Interactions in Early Care 10 and Education Programs 2. The Classroom Assessment Scoring System: An Overview 12 Development of the CLASS as an Assessment Tool 12 Development of Aligned Professional Development Supports 13 Organization of the CLASS 14 Research Findings on the CLASS 16 3. Improving Teacher-Child Interactions: Designing a Coordinated 20 Approach Steps for the Effective Use of the CLASS 20 Coordinating Evaluation/Monitoring and Professional Development Efforts 22 Case Study: The Head Start CLASS Initiative 26 4. Evaluation and Monitoring: Measuring the Quality of 29 Teacher-Child Interactions Step 1: Planning and Decision Making 30 Step 2: Developing Infrastructure 35 Step 3: Implementation – Data Collection 38 Step 4: Assessment and Knowledge Utilization 41 Case Study: Virginia’s Star Quality Initiative 43 5. Professional Development: Helping Teachers and Programs Use 45 More Effective Interactions with Children Step 1: Planning and Decision Making 46 Step 2: Developing Infrastructure 46 CLASS Implementation Guide 2
Case Study: Minnesota’s Center for Early Education and Development 52 Step 3: Implementation of Professional Development Opportunities 55 Step 4: Assessment and Knowledge Utilization 55 Case Study: The San Diego County PFA Demonstration Project 57 6. Other Important Considerations 59 Dual Language Learners 59 Special Education Settings 60 Issues of Cultural Sensitivity 62 Use of the CLASS in Family Child Care Settings 62 7. Important Principles for Effective Implementation of the CLASS 63 References 65 Appendix: List of Questions and Page Numbers 67 CLASS Implementation Guide 3
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 and 10: McREL’s Teacher Evaluation System
Page 14 and 15: Acknowledgements This report was fu
Page 16 and 17: What does research using the CLASS
Page 18 and 19: Childhood Environmental Rating Scal
Page 20 and 21: 01 Investing in Effective Teacher-C
Page 22 and 23: 02 The Classroom Assessment Scoring
Page 24 and 25: Organization of the CLASS The CLASS
Page 26 and 27: Research Findings on the CLASS Rese
Page 28 and 29: A study conducted by Andrew Mashbur
Page 30 and 31: 03 Improving Teacher-Child Interact
Page 32 and 33: Step 3: Implementation - Data Colle
Page 34 and 35: processes by which teachers and pro
Page 36 and 37: CASE STUDY The Head Start Professio
Page 38 and 39: (2) building capacity to assess tea
Page 40 and 41: Step I: Planning and Decision Makin
Page 42 and 43: skills until they were in classroom
Page 44 and 45: How can I create buy-in for the use
Page 46 and 47: within each participating center or
Page 48 and 49: How long are observers certified to
Page 50 and 51: Because we knew that CLASS scores f
Page 52 and 53: RECOMMENDATION Sharing Data With Pr
Page 54 and 55: Effective Partnerships Can Allow Ea
Page 56 and 57: Step 1. Planning and Decision Makin
Page 58 and 59: Developing Professional Development
Page 60 and 61: In one study we found that preschoo
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Case Study Minnesota’s Center for
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Minimize fragmentation and program
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elementary teachers, or to expect a
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Linking Assessment and Coaching Sta
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2. Note the language of the observe
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Issues of Cultural Sensitivity The
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As initiatives move forward, policy
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Raver, C.C., Jones, S.M., Li-Grinin
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What type of data should be reporte
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Classroom Observation Measures: CLA
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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 Evaluati
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The Danielson Group 12 Gordon Way
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INTRODUCTION Introduction The Frame
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DOMAIN 1
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1a KNOWLEDGE OF CONTENT AND PEDAGOG
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1a KNOWLEDGE OF CONTENT AND PEDAGOG
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1b DEMONSTRATING KNOWLEDGE OF STUDE
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1b DEMONSTRATING KNOWLEDGE OF STUDE
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1c SETTING INSTRUCTIONAL OUTCOMES 1
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1c SETTING INSTRUCTIONAL OUTCOMES U
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1d DEMONSTRATING KNOWLEDGE OF RESOU
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1d DEMONSTRATING KNOWLEDGE OF RESOU
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1e DESIGNING COHERENT INSTRUCTION 1
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1e DESIGNING COHERENT INSTRUCTION U
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1f DESIGNING STUDENT ASSESSMENTS 1f
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1f DESIGNING STUDENT ASSESSMENTS UN
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DOMAIN 2 26
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2a CREATING AN ENVIRONMENT OF RESPE
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2a CREATING AN ENVIRONMENT OF RESPE
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2b ESTABLISHING A CULTURE FOR LEARN
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2b ESTABLISHING A CULTURE FOR LEARN
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2c MANAGING CLASSROOM PROCEDURES 2c
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2c MANAGING CLASSROOM PROCEDURES UN
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2d MANAGING STUDENT BEHAVIOR 2d Man
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2d MANAGING STUDENT BEHAVIOR UNSATI
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2e ORGANIZING PHYSICAL SPACE 2e Org
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2e ORGANIZING PHYSICAL SPACE UNSATI
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DOMAIN 3 48
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3a COMMUNICATING WITH STUDENTS 3a C
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3a COMMUNICATING WITH STUDENTS UNSA
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3b QUESTIONING AND DISCUSSION TECHN
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3b QUESTIONING AND DISCUSSION TECHN
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3c ENGAGING STUDENTS IN LEARNING 3c
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3c ENGAGING STUDENTS IN LEARNING UN
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3d USING ASSESSMENT IN INSTRUCTION
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3d USING ASSESSMENT IN INSTRUCTION
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3e DEMONSTRATING FLEXIBILITY AND RE
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3e DEMONSTRATING FLEXIBILITY AND RE
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DOMAIN 4 70
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4a REFLECTING ON TEACHING 4a Reflec
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4a REFLECTING ON TEACHING UNSATISFA
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4b MAINTAINING ACCURATE RECORDS 4b
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4b MAINTAINING ACCURATE RECORDS UNS
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4c COMMUNICATING WITH FAMILIES 4c C
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4c COMMUNICATING WITH FAMILIES UNSA
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4d PARTICIPATING IN A PROFESSIONAL
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4d PARTICIPATING IN A PROFESSIONAL
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4e GROWING AND DEVELOPING PROFESSIO
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4e GROWING AND DEVELOPING PROFESSIO
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4f SHOWING PROFESSIONALISM 4f Showi
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4f SHOWING PROFESSIONALISM UNSATISF
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Charlotte Danielson The Framework f
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Correlation between the Danielson F
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Marzano Suite for Connecting Teache
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Research Base and Validation Studie
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MARZANO Research Laboratory The Mar
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2. Tracking Student Progress The te
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Design Question #6: What will I do
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Lesson Segments Addressing Content
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3. Previewing New Content The teach
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5. Processing New Information Durin
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7. Recording and Representing Knowl
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11. Using Homework When appropriate
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13. Examining Errors in Reasoning W
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15. Revising Knowledge The teacher
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17. Engaging Students in Cognitivel
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Lesson Segments Enacted on the Spot
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3. Managing Response Rates The teac
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5. Maintaining a Lively Pace The te
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8. Providing Opportunities for Stud
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12. Acknowledging Adherence to Rule
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14. Using Verbal and Nonverbal Beha
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17. Asking Questions of Low-Expecta
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Domain 2 Planning and Preparing Pla
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Planning and Preparing for Special
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3. Evaluating the Effectiveness of
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Domain 4 Collegiality and Professio
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Promoting District and School Devel
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INTRODUCTION The protocol in this d
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Versions of the Protocol Three diff
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What is the teacher doing to commun
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What am I observing right now? Is i
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Using the Observational Protocol fo
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The leader starts by reminding ever
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APPENDIX A Observational Protocol (
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Lesson Segments that Are Enacted on
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APPENDIX B Observational Protocol (
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3. Previewing new content (e.g. the
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4. Using physical movement (e.g. th
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APPENDIX C Observational Protocol (
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patterns The physical layout of th
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Innovating Applying Developing Begi
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When appropriate (as opposed to rou
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Lesson Segments Enacted on the Spot
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Teacher uses technology to keep tra
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Notes: 9. Presenting Unusual or Int
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Certificate of merit Token economie
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Teacher Evidence Teacher makes sur
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McREL’s Teacher evaluation system
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McREL’s Teacher Evaluation System
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• Gather data, artifacts, and/or
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Teachers demonstrate leadership in
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accordingly. Teachers keep abreast
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Partnership for 21 st Century Skill
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Component 6: Post-Observation Confe
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Instructions for completing the Rub
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Observation c. Teachers lead the te
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Observation d. Teachers adapt their
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Observation c. Teachers recognize t
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Observation d. Teachers integrate a
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Standard V: Teachers reflect on the
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Teacher Summary Evaluation Rating F
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Standard III: Teachers Know the Con
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Standard V: Teachers Reflect on The
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Professional Development Plan Schoo
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Professional Development Plan—End
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Appendix A: Glossary For purposes o
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11. Performance Rating Scale—The
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Example: Scored Teacher Evaluation
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Comments Element A. While your clas
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e. Teachers work collaboratively wi
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Observation c. Teachers recognize t
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Observation d. Teachers integrate a
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Standard V: Teachers reflect on the
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Standard II: Teachers Establish a R
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Standard IV: Teachers Facilitate Le
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Example: Completed Teacher Summary
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Example: Completed Professional Dev
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Example: Completed Professional Dev
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A COMPARISON OF MCREL’S TEACHER E
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INTRODUCTION In April of 2011, the
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moderator by referencee to the text
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Figure 3. Percentage of Ratings whe
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Figure 5. Percentage of Ratings by
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Figure 6. Example: McREL Standards
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APPENDIX A: INTASC MODEL CORE TEACH
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InTASC Model Core Teaching Standard
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APPENDIX B: MCREL TEACHER EVALUATIO
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McREL Teacher Evaluation Standards
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