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Teacher Evaluation Presentation Township of Ocean School District
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2012-2013
…“adoption of a research based observation
framework and rubric that includes at least four
differentiated levels of performance.”
Acting Commissioner
February 8, 2012
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www.oceanschools.org
Summer Training for Administrators
July 17, 18 2012
Objectives
To use a rubric to distinguish between four levels of performance
To internalize the indicators of teaching effectiveness
To apply the Framework for Teaching to instructional practice
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Domains
Components
Elements
Framework for Teaching
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The Domains
Domain 1: Planning and Preparation Domain 2: The Learning Environment Domain 3: Instructional Practice Classroom Strategies & Behaviors
Domain 4: Professional Responsibilities & Collegiality
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The Framework for Teaching
Domain 1: Planning & Preparation
• Demonstrating Knowledge of Content and Pedagogy
• Setting Instructional Goals
• Designing Coherent Instruction
• Plans Aligned with NJCCCS/CCSS
Domain 3: Instructional Practice, Classroom Strategies & Behaviors
• Communicating Clearly and Accurately
• Using Questioning and Discussion Techniques
• Engaging Students in Learning
• Using Assessment in Instruction
• Demonstrating Flexibility and Responsiveness
Domain 2: The Learning Environment
• Creating an Environment of Respect and Rapport
• Establishing a Culture of Learning
• Managing Classroom Procedures
• Managing Student Behavior
Domain 4: Professional Responsibilities
• Participating in a Professional Community
• Demonstrating Professionalism
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ELEMENT
Levels of Performance
Directions
and
Procedures
Teacher
directions and
procedures are
confusing to
students.
Teacher
directions
and
procedures
are clarified
after initial
student
confusion.
Teacher
directions
and
procedures
are clear to
students.
Teacher directions
and procedures
are clear to
students and
anticipate possible
student
misunderstanding.
Ineffective Partially
Effective
Effective Highly Effective
DOMAIN 3: INSTRUCTIONAL PRACTICE
CLASSROOM STRATEGIES AND BEHAVIORS
Component: Communicating Clearly and Accurately
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P L A N N I N G A N D P R E P A R A T I O N
P l a n s a r e a l i g n e d w i t h N J C C C S a n d C C S S
L e v e l o f P e r f o r m a n c e
INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE
Standards are not identified in the submitted plans.
Plans are aligned to standards, but not the most current.
Plans are
aligned to
the most
current,
appropriate
standards.
Plans are aligned to the most current, appropriate standards and reflect interdisciplinary alignment.
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This distinction is significant, because it reflects the fact that performance is highly variable; whereas at a general level there are patterns and consistencies, any individual lesson may be highly successful or it may fall apart.
Source: From Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (p. 39), by C. Danielson, 2007, Alexandria, VA: ASCD.
The levels of performance are of teaching, not of teachers.
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Let’s Summarize
Ineffective: The teacher does not appear to understand the concepts underlying the component. (Drowning)
Partially Effective: The teacher appears to understand the concepts
underlying the component and attempts to implement its elements, but implementation is not entirely successful. (Dog Paddle)
Effective: The teacher clearly understands the concepts underlying the
component and implements it well. (Good swimmer)
Highly Effective: The teacher exhibits very high performance in the component. (Competitive swimmer)
Source: From Enhancing Professional Practice: A Framework for Teaching, 2nd Edition (p. 39), by C. Danielson, 2007, Alexandria, VA:
ASCD.
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After viewing the following video, rate the lesson: Ineffective, Partially Effective, Effective, or Highly Effective.
Domain 3: Instructional Practice, Classroom Strategies and Behaviors •Using Questioning and Discussion Techniques:
A few students dominate the discussion
Teacher makes a genuine attempt to engage students, with uneven results (Ineffective) •Engaging Students in the Learning:
Inappropriate for students’ age and background
Students are not mentally engaged(Partially Effective) •Using Assessment in Instruction: Teacher’s feedback to students is uneven and its timeliness is inconsistent (Partially Effective)
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Domain 3: Instructional Practice, Classroom Strategies & Behaviors Component: Demonstrating Flexibility and Responsiveness
Use the rubric provided to determine the level of teaching for the component, Demonstrating Flexibility and Responsiveness.
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Confidential
Ineffective
Partially Effective Effective Highly Effective
Township of Ocean School District Teacher Observation
Teacher: Date Observed: 05/15/2012
Department/Subject Area: Time:
Observer: Marion Conrad School:
Objective
Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Setting Instructional Goals Designing Coherent Instruction Lesson Plans are aligned with NJCCCS or CCSS
Learning Environment Creating an Environment of Respect and Rapport Establishing a Culture of Learning Managing Classroom Procedures Managing Student Behavior
Instructional Practice and Classroom Strategies
Communicating clearly and accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness
Professional Responsibilties & Collegiality
Participating in a Professional Community Demonstrating Professionalism Summative Lesson Rating
Levels of Performance Descriptors
The teacher does not appear to understand the concepts underlying the components. The teacher appears to understand the concepts underlying the components but implementation is not entirely successful.
The teacher clearly understands the concepts underlying the components and implements them well. The teacher exhibits very high performance. J
Time for Questions
and Comments
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