Transcript Slide 1
Teacher Evaluation
Mr. Kenneth P. Chargualaf
Agenda
PTEP Background Purpose Administrator’s Standard PTEP Process PTEP Overview
Purpose
To improve the quality of instruction To maximize student achievement
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.
Administrator’s Responsibility
Our major responsibility as instructional leaders is to be able to effectively evaluate the quality of teaching and learning.
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
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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
PTEP Process
Clinical Supervision Model 1.
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3 Phases Planning conference (Pre-observation conference) Classroom observation Feedback conference (Post observation conference)
Probationary Teacher Evaluation Program Handout
Student Success in Learning Handout
Student Learning Construct Handout
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
ESLRs
The lesson plan should indicate the ESLRs being addressed throughout the lesson
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
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
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
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
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?
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
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.
Instructional Strategies
Teacher led instruction Cognitive apprenticeship Interdisciplinary instruction Do-look-learn Role playing Independent reading Learner-centered instruction Investigation/Experimen t Cooperative learning Seminar Discussion Hands-on learning Cross-curricular activity 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
Methods of assessment
Test/Quiz Projects Journal Research Individual/Group work Assignment completion Oral presentation Question & Answer Discussion Lab activities Interview Short story Portfolio Reports Poetry Skit Discussion Essay Map making
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.
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
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
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
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
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
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
Closure
Review of objectives: were they met?
Introduction of tomorrow’s lesson Significance of lesson Clean up
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
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