teacher evaluation rubrics
DESCRIPTION
Teacher evaluation rubrics and explanation of important terminology in teachingTRANSCRIPT
IN THE NAME OF ALLAH THE MOST BENEFICIENT AND THE MOST MERCIFUL
FULL CONCENTRATION & FOCUS
ACTIVE INVOLVEMENT
MAKE NOTES
PARTICIPATION (PAIR/GROUP WORK)
SHARING (EXPERIENCES/IDEAS/SUGGESTIONS)
PREREQUISITE /REQUIREMENT
Teacher Evaluation Rubrics
THE LYCEUM LGCS
EACH TEACHER WILL HAVE 100 POINTS IN THEIR BAG TO START off WITH .
To qualify for the annual increment slab, a teacher must have 90 points in the bag at the end of academic session.
Teachers will be assessed in six domains throughout the year. (Appendix A) Quality based
+ Monthly Teacher Report (Appendix B) Punctuality & Time based
If a teacher fails to meet the minimum standard in any domain , points will be deducted accordingly.
HOW IT WORKS
TEACHER EVALUATION RUBRIC
+ MONTHLY TEACHER REPORTS
=
FINAL APPRAISAL
FINAL ASSESSMENT/APPRAISAL
APPENDIX B
MONTHLY TEACHER REPORT(PUNCTUALITY & TIME BASED)
If a teacher fails to submit results on time ,2 points will be deducted from the total’
100-2=98 If a teacher submits the planner after
specified time,2 points will be deducted as well 100-2=98
If the same teacher fails to submit results and planner on time then 98-2=96
Teachers who reach the finish line (academic year) with max points will be eligible for increment
Example
ASSESSMENT RUBRICS (QUALITY BASED)
These rubrics are organized around six domains covering all aspects of a teacher’s job performance:
Planning and Preparation for Learning
Classroom Management Delivery of Instruction Monitoring, Assessment, and Follow-Up Professional Responsibilities
Family and Community Outreach
Teacher rubric
DOMAINS
Highly Effective (HE) Effective (E)
RED ZONES -1 Improvement Necessary (IN)
-2 Does Not Meet Standards (NS)
The rubrics use a rating scale with the following labels:
The rubrics are designed to give teachers not only an end-of-the-year but also ongoing assessment of where they stand in all performance areas and detailed guidance on how to improve.
They are not checklists for classroom visits
Unannounced mini-observations every 2-3 weeks followed by face-to-face conversations are the best way for Branch Heads to have an accurate sense of teachers’ performance, give ongoing praise and suggestions, and listen to concerns.
THINGS TO KEEP IN MIND
The Effective level describes solid, expected professional performance; teachers should feel good about scoring at this level.
The Highly Effective level is reserved for
truly outstanding teaching that meets very demanding criteria; there will be relatively few ratings at this level. (Extra mile )
EXPLANATION OF RATINGS
Improvement Necessary indicates that performance has real deficiencies; no teacher should be content to remain at this level.
Performance at the Does Not Meet Standards level is clearly unacceptable should lead to dismissal if it is not improved immediately.
EXPLANATION OF RATING SCALE ( CONT)
EXPLANATION -RUBRICS
Follows prescribed curriculum
• Uses available materials and resources & chooses activities appropriate for students (web,worksheets,charts,presentations etc)
Chooses activities relevant to the prescribed curriculum and student abilities
Considers time available in planning, keeping in mind ample time for students’ involvement and practice. ( Hands on learning)
Demonstrates flexibility in planning
Plans student grouping according to instructional needs .
Develops long-range plans and daily lessons
1. PLANNING AND PREPARATION
What is it? To understand just go through this quotation
"Tell me, I'll forget. Show me, I'll remember. Involve me, I'll understand"
Hands-on learning is an educational method that directly involves the learner, by actively encouraging them to do something in order to learn about it.
In short, it is 'learning by doing‘ CAN YOU THINK OF EXAMPLES?
HANDS ON LEARNING
First and foremost, it is clear that there are certain situations in which hands-on learning is the only way to teach something.
For example, there is no use trying to teach a child to ride a bicycle in a traditional classroom - they need to get outside to try out a bike.
It gives ample time and opportunities to learn.
Furthermore, hands-on learning allows students to directly observe and understand what is happening.
This is a particularly successful way to teach kinesthetic learners, who learn best by example.
It also encourages young pupils to do things for themselves, which will help them with learning independently later on in life.
ADVANTAGES
Focuses student attention
Informs students of objectives of the lesson Relates the lesson to previous and future lessons
Presents new material clearly and logically
Models, demonstrates and provides examples
Monitors student learning continuously
Implements the Lesson (imp)
Highly engaging homework? What is your take on that?
Arguments against giving home work
‘there is no point of setting homework for the sake of it’,
‘children need to have a childhood, why rob them of their evenings’
‘research shows that homework doesn’t make much difference’.
‘I couldn’t possibly cope with all the marking if I set homework every week’ (teacher view)
‘half the class won’t do it anyway, so what’s the point’
MONITORING,ASSESSMENT AND FEEDBACK
Bridging between teacher-led and student-led learning:
Extending learning time.
Creating Opportunities for Creativity and Choice.
Developing the skills required for independent learning
HOMEWORK CAN BE USED FOR
there is always a ‘sake’ because homework can and should always be an integral part of the learning process
the research doesn’t really deal fully with the nature of homework being set; we are not just talking about any old task – we are talking about great homework that feeds into lessons and provides exciting opportunities for student-led learning and creativity
Would you like to argue with all of these points?
• Provides feedback on assignments as quickly as possible .(Timely)
• Gives written and oral comments, as well as points with corrections.
• Makes opportunities for one-to-one conferences to discuss student progress
• Interprets test results to students and
parents on time
Provides Specific Evaluative Feedback
What is meant by one to one conferences/meeting/feedback?
Advantages
Disadvantages
TASK-PAIR / GROUP WORK
ADVANTAGES The student has the undivided attention of the teacher. More opportunity to engage in real communication, more feedback
and better understanding of the learner’s needs.
The student has more opportunities to use the teacher as a resource – to ask questions, to see models of language, and to practise skills.
The learner can develop a real and productive relationship with the teacher
The learner’s needs can be addressed more fully because there is more flexibility in timing and structure.
The teacher has a greater opportunity to engage in real interaction and to learn.
ONE TO ONE MEETING
Classes can be physically and mentally exhausting for learner and teacher.
The class may become boring if the teacher does not find new approaches or the learner does not respond to the class.
There are no opportunities to interact with other learners, develop a group dynamic and to receive support.
The learner and teacher may not get on
The teacher may feel pressurised to achieve results because of a greater degree of responsibility.
The teacher may find it difficult to find suitable materials and activities, and to structure an effective syllabus
The teacher may feel that they do not have the experience, training or resources necessary for this kind of class and that they are only effective working with large groups
DISADVANTAGES
With younger students, we can use a form A such as the "Stars and Stairs" shown in Figure 1 where the star is the success feedback and the stair is the intervention feedback.
This helps establish a forward-looking stance to corrective feedback: "What's my next step? What do I need to do to accomplish this learning?
STARS AND STAIRS
HOW TO GIVE EFFECTIVE FEEDBACK?
With older students, we can use a similar frame with a section labelled.
Asking students to think about their work before receiving feedback scratches up the "soil" in the brain so the feedback seeds have a place to settle in and grow.
In addition, this offers guided practice for students in becoming competent self-assessors.
FIGURE 2
FEEDBACK TO SENIOR STUDENTS
Written feedback can be a powerful tool for helping students to move forward in their learning.
Do you remember ever getting an English paper with more red marks than your original writing? Did you feel that it was hopeless to try to write?
Written feedback has the advantage that the student can refer to it over and over again.
With oral feedback, the student may forget what was said.
WRITTEN FEEDBACK vs ORAL FEEDBACK
- WRITE your comments in eligible writing so that students can read them.
- Write your feedback in student understandable talk and don’t forget to give corrections.
FOLLOW UP- Instead of telling , asking questions- Be positive or neutral, never negative!
- Be very concrete about what the student needs to do to improve AND FOLLOW UP
Avoid “Write better”, “Enlarge ideas,” and “Be specific.”
-Review your written feedback notes for students to see if you need to do whole class, small group, pair or individual focused instruction.
- Allow an opportunity for the student to re-do the work. Student learning is the REAL purpose.
Some techniques for effective written feedback:
• Participates in professional workshops
• Attends professional meetings and gives useful suggestions.
• Keeps current in subject area
• Engages in continuing education
KEY to successful & Effective teaching
Observe Imagine Innovate
Professional Growth Activities
Adheres to authorized policies .
. Selects appropriate AND proper channels for resolving concerns/problems
Participates in the development and review of school policies and regulations.
• Strives to stay informed regarding policies and regulations
applicable to his/her position
• Exercises responsibility for student management throughout the entire building .
• Uses discretion in handling confidential information
Supports And Implements School Regulations, Policies, Procedures And Accepted Practices
My Pledge (teacher’s) to Students I will trust you until you give me reason to
do otherwise. I will respect you and work with you to
solve problems. I will promptly correct and offer
feedback on your work. I will work with you to meet learning
goals. I will offer extra help and alternative
assessments should you require them.
THANK YOU FOR YOU PATIENCE AND INVOLVEMENT
& BEST OF LUCK
THAT’S ALL