earn an excellent rating part 2
TRANSCRIPT
Earn An “Excellent” Ra/ng Part 2
Dr. Richard J. Voltz, Associate Director Illinois Associa/on of School Administrators
Examples of Engaged Teaching Strategies
Small group work without teacher
Project based work
Flipped classroom approaches
Mind on assignments for students
Labs
Student decision on how to demonstrate knowledge of lesson goal
Use of group response strategies instead of individual response
strategies
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3b. Using Ques/oning and Discussion Techniques
Use open ended ques/ons
Encourage students to ini/ate higher-‐order ques/ons
Use wait /me to encourage (demand) all students to par/cipate
Encourage students to ask ques/ons
Encourage students to answer other student’s ques/ons
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
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
3a. Communica/ng With Students
It is cri/cal that no content errors are made when communica/ng
with students.
Communica/ng with students
Teacher points out possible areas of misunderstanding
Teacher states clearly what the students will be learning not what
they are to do
Teacher uses metaphors and analogies to explain content clearly
All students understand the presenta/on
Teacher invites students to explain the content
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
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
3d. Using Assessment In Instruc/on
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
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My Favorite No
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
Exit Tickets
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
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
Reward?
Appreciate Du/es of Others?
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
Teacher demonstrates knowledge and caring about students’ lives beyond
school
Teacher Ac/ons for 2a.
• Highly respec`ul • Genuine warmth & caring • Connects with students as individuals • Uses humor • Uses praise
2b. Establishing A Culture For Learning
Have high expecta/ons for all students
What does having high expecta/ons for all students mean
for you?
How do you demonstrate this in your teaching?
Do you ever think that some students can’t, won’t or don’t want to
learn?
Teacher Expecta/ons
What do you do about it?
How will you demonstrate that you expect all students to learn?
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
2c. Managing Classroom Procedures
Manage classroom procedures well, no loss of instruc/onal /me,
students help. 2c.
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
2d. Managing Student Behavior
No student misbehavior, clear standards,
reinforcement of posi/ve behavior. 2d.
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
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
1a. Demonstra/ng Knowledge of Content and Pedagogy
1b. Demonstra/ng Knowledge of Students
Their special interests
How will you demonstrate this so your administrator
knows? 1b.
Sekng Instruc/onal Outcomes
1c.
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.
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
Is the student learner objec/ve posted somewhere in the room?
1d. Demonstra/ng Knowledge of Resources
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.
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
In Domain 4, how are you going to demonstrate for the evaluator that
you have met the Danielson essen/al indicators?
4a. Reflec/on on Teaching
Do you engage
in reflec/on about your teaching?
We learn by thinking
about what we do.
Reflec.ve ques.ons
“If you had a chance to do it over, would you do it the
same or differently?”
• 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?
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.
4c. Communica/ng with Families
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.
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
4d. Par/cipa/ng in a Professional Community
PLC
• Teacher regularly par/cipates and leads professional discussions
• Teacher has suppor/ve and collabora/ve rela/onships with colleagues
• Teacher volunteers
Other aNributes excellent teachers exhibit
Great teachers truly love children!
Great teachers are masters at classroom management
Great teachers are intelligent people who possess a thorough understanding of their subject
maNer
Great teachers understand that they are actors on a stage
Great teachers are posi/ve, kind, compassionate, pa/ent people
Great teachers do not allow their personal problems to bleed into
their teaching
Great teachers are problem solvers
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
Great teachers have a sense of humor, and they share it daily with
their students
Great teachers con/nually strive to make learning fun, relevant, interes/ng, challenging and
engaging
Great teachers recognize the importance of establishing posi/ve rela/onships with their students
Great teachers have high expecta/ons of all students and truly believe that every student
can succeed