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Classroom Instructor Observation Protocol
http://turlockusd-ca.schoolloop.com/siop
California's Turlock Unified School District leverages the Sheltered Instruction Observation Protocol (SIOP) as the basis of its observation protocol. Specifically, this school system has different SIOP site plan protocols for its K-6 schools, 7-8 middle schools, and 9-12 high schools. Observation protocols mandate an instructional visitation that is comprised of a pair of classroom observations and a debriefing period from an instruction coach trained in SIOP methods. For the K-6 schools, a site administrator will ensure that a minimum of 10 walkthroughs are completed per week. Teachers will experience one walkthrough each month in an attempt to identify data trends and their implementation of these data-based practices into their pedagogy.
http://www.scps.k12.fl.us/employees/TeacherEvaluationFeedback.aspx
Florida's Seminole County Public School system does walkthroughs via iObservation, which is an internet-based evaluation program and forms. The goal of the electronic access to this information is to get feedback to teachers more celeritously, and to foster increased communication between educators and administrators. The Marzano Teacher Evaluation Learning Map is the basis for the walkthroughs, and is primarily distinguished into four different categories. The first domain is classroom strategies, the second is planning and preparation, the third is teaching reflection, and the fourth is collegiality and professionalism. There are specific design questions for each of these domains. Additionally, these domains cover specific points of information for which teachers are held accountable. This map provides an objective basis for the walkthroughs and enables pedagogues to prepare for them.
http://www.nctq.org/docs/97-07_6674.pdf
This website provides information about, and includes, the Saint Louis Public Schools Teacher Observation Instrument. This instrument is referred to as a Performance-Based...
The four principle areas of evaluation include planning and preparation, classroom environment, instruction and professional responsibility. This form enables administrators to provide evidence of different facets of either satisfying or neglecting the various content pertaining to the aforementioned four areas. There are approximately 10 different protocols for each of the four standards. That related to professional responsibility give teachers a space for reflecting on the lesson and indicating in which areas they were either successful or unsuccessful. The completion of this entire packet of forms is then followed by a conference in which administrators share the results with instructors http://sc.caldwellschools.com/education/components/scrapbook/default.php?sectiondetailid=55600
Caldwell County Schools in North Carolina has this web site to provide information about its Sheltered Instruction Observation Protocol. This particular protocol is deployed for students with limited proficiency in the English language. It consists of eight different sections including lesson preparation, building background, strategies, comprehensible input, interaction, practice and application, lesson delivery, and review and assessment. Instructors can visit this website to watch videos about the different expectations that are a part of the aforementioned categories. Part of the emphasis on these different categories pertains to defining lessons and the various terms of instructions for the students in a codified manner that helps the students learn.
http://www.cherrycreekschools.org/HumanResources/Employees/Documents/Teacher%20Evaluation%20Forms/4170%20Teacher%20Evaluation%20Policy%20and%20Forms.pdf
This site provides evaluation information for the Cherry Creek School District in Colorado. The evaluation process for the teachers in this district is stratified into three -- a general evaluation, a remediation process for those teachers that have had insufficient feedback on their…
This site is a state sponsored one that provides the foundation for teacher evaluations in public schools in Wisconsin. The Wisconsin Educator Effectiveness System is predicated on two vital components, Student Outcome Measures and Teacher Practice, both of which are important to assessing the competency of pedagogues in the various public school districts in this state. There is a fair amount of flexibility in terms of the variability of the educator effectiveness systems, which has been modified to suit the needs of teachers who are in different roles and work with different segments of the overall student population. Additionally, the aforementioned assessment measures are also adaptable to other school personnel such as those in administrative roles including principals and vice-principals.
http://www.fcps.edu/hr/epd/evaluations/teacher.shtml
This website provides information about the teacher performance evaluations for FairFax County Public Schools in Norfolk, Virginia. The standards utilized by this particular school district are part of the state's Board of Education's Code of Virginia -- which have performance objectives aligned with the board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators and Superintendents. Specifically, the Teacher Educator Evaluation Program is comprised of three different elements: seven performance standards, key elements, and a performance matrix. The performance standards including professional knowledge, instructional planning, delivery of instruction, assessing student learning, learning environment, professionalism, and student academic progress. The matrix provides detailed information in these key areas. Key elements are used as markers of observable behavior that teachers either are or are not demonstrating, and which are indicative of the sort of behavior that is desired by both the district and the state.
Teacher Evaluation Tool Teaching evaluation tool paper. Teacher evaluation form: Warren Wilson College Warren Wilson College gives out an anonymous teaching evaluation form to all students at the end of every course. One of the most interesting aspects of this form is the extent to which it demands students engage in a certain degree of self as well as professional evaluation of the teacher. The first questions on the form are: "to what
Applied Article AnalysisSummary of the articleThis article is largely quantitative in nature because it, amongst other things, gives the statistical data. The outcome of information is given in percentage depending on the number of participants. The purpose of this study is to evaluate the �quality of education� in higher education institutions using Batumi State Maritime Academy-BSMA as an example (Diasamidze et al., 2019, p 54). Problems of higher education and
Strengths and Weaknesses of Curriculum Evaluation Models: Views from an Elementary School PrincipalAs the principal of an elementary school, I am tasked with the responsibility of ensuring that our curriculum meets our state�s educational standards and enriches the lives of our young learners. In this task, evaluating and refining our curriculum is of utmost importance. This essay reviews five curriculum evaluation models, compares their strengths and weaknesses, and selects the
construction of created rubrics of checklists of goals have become increasingly popular as a way of rending the educational process more effective and efficient. Student-directed assessment involves students actively in the process of assessment and achieves the dual goal of student empowerment as well as ensures that real learning has taken place. "Constructing or drawing up rubrics jointly with students prior to them undertaking the related lesson or task
Realities of Alternate Assessments The information contained in the readings in Module/Week 7 pertains to some of the realities of alternate assessments. Specifically, these readings indicate that it is not infrequent, particularly when working with a student population with special needs, to employ such assessments to gauge a student's proficiency in a particular task or area of study. What is critical to note about these alternate assessments is that they are
The Title I reading instructor will become familiar with the Plato Learning content library. The Title 1 reading instructor will begin supplementing classroom instruction with the mini classroom lab using software from Plato Learning. Title I reading instructor will assess classroom performance and modify lab use accordingly. The STAR Reading test results will be evaluated. Survey results on student attitudes towards reading and learning will be compared to April 2007 results. The state standard scores