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

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processes by which teachers and programs will be given feedback to support continuing growth. Ideally, from the very beginning of the planning process states or localities will partner with research faculty from an institution of higher education or an evaluation team to help design the most effective system. Step 2: Coordinated Infrastructure Development Here again, coordination is essential. A coordinated approach to infrastructure development will help ensure that professional development opportunities are aligned with the evaluation/monitoring aspects of programs, as well as allow for greater efficiency. For example, at the state level one of the key issues is building CLASS knowledge and training capacity among a core group of staff. When coordination is in place, CLASS trainers can provide training and support both to observers who are collecting data for monitoring and evaluation purposes and to CLASS professional development staff. A coordinated approach to data collection and evaluation can allow for the most useful and compelling data to be brought to bear on the sustainability of efforts. Over time, evaluation and monitoring data should be available to help show that investments in professional development were successful in improving the quality of teacher-child interactions and child outcomes. It is also essential that teachers and program administrators are well informed about the CLASS and intentions for its use. This is another, often overlooked, piece of the coordination puzzle. Step 3: Coordinated Implementation A coordinated approach between the data collection process and professional development opportunities facilitates teachers and programs receiving feedback from the CLASS while learning how to engage in more effective interactions with children. Simply receiving a report about the quality of one’s interactions is unlikely to lead to improvements without further information and support. Similarly, using the CLASS as a professional development tool will be most effective if participants are informed by data from monitoring and evaluation efforts, which help target attention and resources to practices of greatest concern. These data may indicate, for example, that there are needs across the state or locality in instructional aspects of teacherchild interactions. State-wide programs may be developed to target Instructional Support, while more site- or program-specific professional development efforts could target other CLASS domains. Step 4: Coordinated Assessment and Knowledge Utilization This step involves examining and evaluating how the process of coordination is working and using the findings to inform next steps for further linking efforts to achieve desired outcomes. If, for example, a state makes a significant investment in CLASS-based professional development over a 5-year period, but fails to see evidence of significant improvement in the quality of teacher-child interactions or child outcomes, there is clearly a need to consider different CLASS Implementation Guide 24
professional development approaches. For most effective knowledge utilization, data systems should also be linked to information on children’s school readiness scores and other child outcome data. This allows states and localities to examine the extent to which investments in improving the use of effective interactions are associated with improvements in children’s development of early academic and social competencies. CLASS Implementation Guide 25
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 12 and 13: Table of Contents Acknowledgements
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 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
Page 62 and 63: Case Study Minnesota’s Center for
Page 64 and 65: Minimize fragmentation and program
Page 66 and 67: elementary teachers, or to expect a
Page 68 and 69: Linking Assessment and Coaching Sta
Page 70 and 71: 2. Note the language of the observe
Page 72 and 73: Issues of Cultural Sensitivity The
Page 74 and 75: As initiatives move forward, policy
Page 76 and 77: Raver, C.C., Jones, S.M., Li-Grinin
Page 78: What type of data should be reporte
Page 81 and 82: Classroom Observation Measures: CLA
Page 83 and 84: 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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