Teacher Evaluation

1. Teacher Evaluation Mr. Kenneth P. Chargualaf

2. Agenda • PTEP Background • Purpose • Administrator’s Standard • PTEP Process • PTEP Overview

3. Purpose To improve the quality of instruction To maximize student achievement

4. Administrator’s Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

5. Administrator’s Responsibility Our major responsibility as instructional leaders is to be able to effectively evaluate the quality of teaching and learning.

6. PTEP Evaluation • Formative (Formal & Informal Evaluation) • The formative process, with its emphasis on clinical supervision, provides the means for the teacher’s personal and professional growth. • Summative (Final Rating) • The summative evaluation provides a basis for fair and meaningful decisions that affect increment, retention, and assignment

7. PTEP Components 17 Standards 8 major areas of effective teaching • Planning for instruction • Implementation of instruction • Evaluation of instruction • Classroom climate • Non-verbal/verbal communication • Student involvement • Classroom relationships-Gender bias • Participation patterns-Cultural appropriateness

8. PTEP Process Clinical Supervision Model 3 Phases • Planning conference (Pre-observation conference) • Classroom observation • Feedback conference (Post-observation conference)

9. Probationary Teacher Evaluation Program Handout

10. Student Success in Learning Handout

11. Student Learning Construct Handout

12. Lesson Design • ESLR’s • Skills • Anticipatory Set • Instructional Objective • Instructional Strategies • Methods of Assessments • Models & Examples • Checking for understanding • Guided practice • Evaluation/independent practice • Closure

13. ESLRs • The lesson plan should indicate the ESLRs being addressed throughout the lesson

14. Skills • What specific skills will be taught? • The skills to be taught should be aligned with those assessed by the SAT10 • The skills to be taught should also target achievement of our GPSS Content Standards and Performance Indicators

15. Anticipatory Set/“Common footing” • An activity to focus students’ attention, provide a brief practice and/or develop a readiness for instruction that will follow • It should relate to some previous learning • If successful, the anticipatory set should help the student get mentally and/or physically ready for the lesson

16. Instructional objectives • Teacher clearly informs the student what to expect and what to accomplish by • The objective should be specific in content and focus on observable behavior Sharing the objectives with the students • The objective must describe content (what it is to be learned) • The level of thinking (thought process involved) • Behavior (an activity the students do to show that learning has been accomplished • The condition, which prescribes the circumstances under which the learner must perform (i.e., materials, time allocation, documents, A.V. aids, etc) and the Level of Performance

17. Components of an objective? • What is the Content? • What it is that is to be learned. • What is the Level of Thinking? • Thought process involved • Bloom’s Taxonomy • What Behavior must the student do to demonstrate the learning is taking place? • An activity the students do to show that learning has been accomplished

18. Components of an objective? • In what Conditions will they work? • i.e., internet, research studies, materials, time allocation, documents, A.V. aids, etc. • What are the standards of Mastery?

19. Samples of an objective Example 1: Using a chart, the students should be able to understand how a bill becomes a law by drawing a diagram and flow charting the process. The student should be able to perform the task with 95% accuracy. Example 2: Using a table of oxidation numbers and the rule of zero, the students should be able to apply the given information by creating ionic compounds and by understanding how they are formed. The students should be able to create ionic compounds with 95% accuracy

20. Samples of an objective Example 3: Given a passage on human conflict, the student should analyze theme, tone, and style from a variety of genres through oral and visual presentations. The students should perform the task with 95% accuracy.

21. Instructional Strategies • Directed reading • Independent work • Guest speakers • Resource-based instruction • Total physical response • Problem-based learning • Peer tutoring • Socratic dialogue method • Group work • Critical thinking skills • Use of technology • Teacher led instruction • Cognitive apprenticeship • Interdisciplinary instruction • Do-look-learn • Role playing • Independent reading • Learner-centered instruction • Investigation/Experiment • Cooperative learning • Seminar Discussion • Hands-on learning • Cross-curricular activity

22. Methods of assessment • Discussion • Lab activities • Interview • Short story • Portfolio • Reports • Poetry • Skit • Discussion • Essay • Map making • Test/Quiz • Projects • Journal • Research • Individual/Group work • Assignment completion • Oral presentation • Question & Answer

23. Models and examples • When the student sees an example(s) of an acceptable finished product or of what the new learning looks like • The teacher needs to focus on the essentials and label the critical elements.

24. Checking for understanding • When the teacher checks for student’s possession of essential information and the skills necessary to achieve the instructional objective • This can be done by the teacher observing the student performance on the new skill

25. Checking for understanding • Defining • Group practice • Providing feedback • Illustrating • Formulating • Describing • Demonstrating • Explaining • Evaluating • distinguishing • Repeat information • Practice by doing • Applying • Constructing • Giving examples • Summarizing • Peer teaching • Analyzing • designing

26. Guided Practice • The student’s first attempts with the new learning are guided so they are accurate and successful. • Teacher must closely monitor what the student is doing to see that the instruction has “taken.” • Mistakes need to be corrected if seen by the teacher

27. Guided Practice • Question & Answer • Independent work • Class discussion • Group practice • Hands-on • Guiding others • Worksheet • Individual assistance • Independent work • Evaluate graphs, charts, tables, and pictures

28. Evaluation/Independent Practice • When the student can perform the skill or process without major errors, then he/she is ready to develop fluency by practicing without the availability of the teacher • The teacher does not need to monitor the practice as the student is doing it, but should check the finished product (homework, assignments, etc.). This can be done by the teacher

29. Closure • Teacher presents an overview of the lesson concept/material • This time is devoted for reflection, to focus on the students’ overall understanding of the lesson material • Teacher summarizes the lesson and makes final assessments to determine if students have met the objectives

30. Closure • Review of objectives: were they met? • Introduction of tomorrow’s lesson • Significance of lesson • Clean up

31. Modifications for Students in need • Cool-off period • Key rules posted • Time adjustment • Modify homework • Read directions • Daily parent notes • Instruction in listening skills • Exhibit expected behaviors • Utilize cooperative learning • Repeat, review, and drill • Assignment length adjustment • Consequences for misbehavior • Student Locale • Repeat directions • Model, lead, test • Smaller assignments • Alternate assignments • Note-taking assistance • Display of expected work • Study carrels or partitions • Step-by-step instructions • Small group instruction • Frequent work checks • Directions in small units • Reinforce strengths and weaknesses • Use of charting or graphing to evaluate self

32. Resources needed to support the lesson • Microscopes • Videos/DVD • Arts/crafts • Charts • Overhead transparencies • Hands-on material • Manipulatives • Adopted textbook • Guest speaker • Posters or cards • Graph papers • Multimedia projector/laptop • Teacher made items

33. PTEP Overview