Earn an excellent rating part 2
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This document provides examples of engaged teaching strategies and describes key elements of effective teacher evaluation. It lists strategies like small group work, project-based learning, flipped classroom approaches, and labs. It also discusses expectations for communicating clearly with students, using questioning techniques, formative and summative assessments, and establishing an environment of respect. The document is intended to help teachers understand how to demonstrate excellent teaching practices.
Earn an excellent rating part 2
- 1. Earn An “Excellent” Ra/ng Part 2 Dr. Richard J. Voltz, Associate Director Illinois Associa/on of School Administrators
- 2. Examples of Engaged Teaching Strategies
- 3. Small group work without teacher
- 6. Mind on assignments for students
- 7. Labs
- 8. Student decision on how to demonstrate knowledge of lesson goal
- 9. Use of group response strategies instead of individual response strategies
- 20. 3b. Using Ques/oning and Discussion Techniques
- 22. Use open ended ques/ons
- 23. Encourage students to ini/ate higher-‐ order ques/ons
- 24. Use wait /me to encourage (demand) all students to par/cipate
- 25. Encourage students to ask ques/ons
- 26. Encourage students to answer other student’s ques/ons
- 27. 3b. Using Ques/oning and Discussion Techniques • If the teacher is checking for understanding, try to use whole group responses • Discussion occurs that allows students to talk to one another without teacher media/on • Teacher calls on students who do not volunteer
- 28. Teacher ac/ons for 3b. • Teacher uses a variety of ques/ons and prompts to challenge student’s intellectually • Students share other students thinking • Students formulate ques/ons • High level of student par/cipa/on in discussion • Both students and teachers ensure all voices are heard
- 29. 3a. Communica/ng With Students
- 30. It is cri/cal that no content errors are made when communica/ng with students.
- 32. Teacher points out possible areas of misunderstanding
- 33. Teacher states clearly what the students will be learning not what they are to do
- 34. Teacher uses metaphors and analogies to explain content clearly
- 35. All students understand the presenta/on
- 36. Teacher invites students to explain the content
- 37. Teacher ac/ons for 3a. • Links instruc/onal purpose of the lesson to student interests • Explana/on of content is thorough & clear • Ar`ul scaffolding • Connec/ng to student interests • Expressive spoken language & wriNen language • An/cipates misunderstanding & clarifies
- 38. Student ac/ons for 3a. • Student’s respond to each other • Student’s contribute to extending the content • No confusion about procedures and/or content
- 39. 3d. Using Assessment In Instruc/on
- 41. Forma/ve Assessment • Teacher is sophis/cated and con/nuous in monitoring student understanding during the instruc/onal process • Teacher makes appropriate adjustments as needed • Feedback is specific and /mely • Students monitor their own understanding
- 43. My Favorite No
- 44. Summa/ve Assessment • Students clearly understand what they are to learn • Teacher has a plan for those students who do not learn and those who already know • Teacher differen/ates assessment • Teacher takes into account needs of each student • Feedback is provided for all assessments
- 45. Exit Tickets
- 46. Teacher ac/ons for 3d. • Teacher feedback is accurate and specific • Teacher adjusts instruc/on to address individual student’s misunderstandings • Teacher differen/ates • Assessment is fully integrated into instruc/on • Student’s self-‐assess and monitor progress • Students are aware of assessment criteria • Students contribute to establishing the assessment criterial
- 47. Domain 2: Classroom Environment • 2a Crea/ng an Environment of Respect and Rapport • 2b Establishing a Culture for Learning • 2c Managing Classroom Procedures • 2d Managing Student Behavior • 2e Organizing Physical Space
- 48. Reward? Appreciate Du/es of Others?
- 49. 2a. Establishing An Environment of Respect and Rapport • Teacher and students are uniformly respec`ul to each other • There is no disrespec`ul behavior • Teacher greets students as they enter room and makes contact with individual students when leaving the room
- 50. Teacher demonstrates knowledge and caring about students’ lives beyond school
- 52. Teacher Ac/ons for 2a. • Highly respec`ul • Genuine warmth & caring • Connects with students as individuals • Uses humor • Uses praise
- 53. 2b. Establishing A Culture For Learning
- 54. Have high expecta/ons for all students
- 55. What does having high expecta/ons for all students mean for you? How do you demonstrate this in your teaching?
- 56. Do you ever think that some students can’t, won’t or don’t want to learn?
- 58. What do you do about it?
- 59. How will you demonstrate that you expect all students to learn?
- 60. Teacher Ac/ons for 2b. • Cogni/vely vibrant room • High student expecta/ons • Hard work by students • High quality of work • Clearly communicated purpose of the work
- 61. 2c. Managing Classroom Procedures
- 62. Manage classroom procedures well, no loss of instruc/onal /me, students help. 2c.
- 63. Teacher Ac/ons for 2c. • Instruc/onal /me maximized • Efficient use of instruc/onal /me • Students contribute to the management • Rou/nes are well understood
- 64. 2d. Managing Student Behavior
- 65. No student misbehavior, clear standards, reinforcement of posi/ve behavior. 2d.
- 67. Teacher ac/ons for 2d. • Monitoring of student behavior is subtle & preven/ve • Response to student misbehavior is sensi/ve to individuals • Teacher respects student dignity • Student behavior is en/rely appropriate • Students take ac/ve role in monitoring own behavior
- 68. Domain 1: Planning and Prepara/on • 1a Demonstra/ng Knowledge of Content & Pedagogy • 1b Demonstra/ng Knowledge of Students • 1c Sekng Instruc/onal Objec/ves • 1d Demonstra/ng Knowledge of Resources • 1e Designing Coherent Instruc/on • 1f Designing Student Assessments
- 69. 1a. Demonstra/ng Knowledge of Content and Pedagogy
- 70. 1b. Demonstra/ng Knowledge of Students
- 72. How will you demonstrate this so your administrator knows? 1b.
- 73. Sekng Instruc/onal Outcomes 1c.
- 74. How will you demonstrate to your administrator what the student learning will be? Do student outcomes have aNainment measures? Are they differen/ated by learner? 1c.
- 75. Lesson Planning • Have a specific, measurable, skill orientated learning goal. • Do Now – Peak student interest with ac/vity • Mini Lesson – Key concepts for lesson • Teacher Guided Prac/ce – modeled by teacher • Independent Prac/ce – for students to apply new concepts and skills • Student reflec/on and closure • Teacher reflec/on • Assess student mastery
- 76. Is the student learner objec/ve posted somewhere in the room?
- 77. 1d. Demonstra/ng Knowledge of Resources
- 78. 1e. Designing Coherent Instruc/on • This component is the heart of planning and prepara/on. • Students learn because of what they do, not what the teacher does. • How are students engaged? • Appropriate to the learning needs of the students. • Everything supports student learning.
- 79. Domain 4: Professional Responsibili/es • 4a Reflec/ng on Teaching • 4b Maintaining Accurate Records • 4c Communica/ng with Families • 4d Par/cipa/ng in a Professional Community • 4e Growing and Developing Professionally • Showing Professionalism
- 80. In Domain 4, how are you going to demonstrate for the evaluator that you have met the Danielson essen/al indicators?
- 81. 4a. Reflec/on on Teaching
- 82. Do you engage in reflec/on about your teaching?
- 83. We learn by thinking about what we do.
- 85. If you had a chance to do it over, would you do it the same or differently?”
- 86. • What do you want students to know and be able to do? • How will you know if students know and are able to do it? • What will you do with students who do not get it? • What will you do with students who already know it?
- 87. 4b. Maintaining Accurate Records • Systems are streamlined, efficient and clear. • Grade Book, student progress, mastery of standards • Students want teacher to keep accurate records, students can be involved with this process. • Also, non-‐instruc/onal records such as signing up for field trips, inventory.
- 88. 4c. Communica/ng with Families
- 89. 4c. Communica/ng with Parents • Parents need to know the instruc/onal program in the schools. • NewsleNers or communica/on to the home. • Parents want to know how their own children are doing in school.
- 90. Families • Teacher communicates with families on a regular basis • Students develop materials to share with parents about what is happening in class • Teacher maintains accurate records • Students maintain their own records and share with families
- 91. 4d. Par/cipa/ng in a Professional Community
- 92. PLC • Teacher regularly par/cipates and leads professional discussions • Teacher has suppor/ve and collabora/ve rela/onships with colleagues • Teacher volunteers
- 93. Other aNributes excellent teachers exhibit
- 94. Great teachers truly love children!
- 95. Great teachers are masters at classroom management
- 96. Great teachers are intelligent people who possess a thorough understanding of their subject maNer
- 97. Great teachers understand that they are actors on a stage
- 98. Great teachers are posi/ve, kind, compassionate, pa/ent people
- 99. Great teachers do not allow their personal problems to bleed into their teaching
- 100. Great teachers are problem solvers
- 101. Great teachers don’t endure change; rather, they ensure it — not simply for the sake of change, but for the beNerment of teaching and learning
- 102. Great teachers have a sense of humor, and they share it daily with their students
- 103. Great teachers con/nually strive to make learning fun, relevant, interes/ng, challenging and engaging
- 104. Great teachers recognize the importance of establishing posi/ve rela/onships with their students
- 105. Great teachers have high expecta/ons of all students and truly believe that every student can succeed