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Tips For Classroom Teachers To Earn “Excellent” Rating
Dr. Richard Voltz, Associate DirectorIllinois Association of School
Administrators
Do you believe students of today learn differently?
What effect has technology had on student learning?
Are there more distractions today?
A Vision of Students Today
Dr. Wesch Video
Teacher Quotes
“Teachers can no longer afford to close their doors and hope to ‘live through’ their dog and pony show every two years.”
“If this is done correctly, is will improve every
teacher and student achievement will
naturally increase.”
“We want to understand how we
will be measured and how we can achieve
excellence.”
“We don’t want this to be about ‘got ya;”
we want it to be about truly helping people improve.”
Are some teachers changing?
No more…
Increased observations
It needs to look more like a Gallop Poll, random and 10 times per cycle.
What are the benefits of an administrator visiting a classroom frequently?
The more frequently a principal visits...
- The more accurate a picture of daily instruction- The safer for teachers - accurate sampling- The more thoughtful the feedback- The better the quality of instruction
What are the detriments of infrequent classroom observations?
The less frequently a principal visits a classroom...
- The more chance for an inaccurate impression- The riskier for teachers - caught in a bad moment- The more teachers do their own thing- The more teachers get into bad habits
The more frequently a principal visits...
- The more accurate a picture of daily instruction- The safer for teachers - accurate sampling- The more thoughtful the feedback- The better the quality of instruction
What are the detriments of infrequent classroom observations?
The less frequently a principal visits a classroom...
- The more chance for an inaccurate impression- The riskier for teachers - caught in a bad moment- The more teachers do their own thing- The more teachers get into bad habits
What you need to do to be rated
As an evaluator I expect all teachers to…
Have high expectations for all students
2b.
Manage classroom procedures well
2c.
Manage student behavior well
2d.
3c: Engaged Learning
Danielson definition of engaged learning…
The student is intellectually engaged in
the work.
Think about this…if you were an evaluator how would you record
evidence of student engagement?
Develop a definition of what engaged learning looks like for your subject, grade level and students. Share this with your
evaluator.
When a teacher is engaged in a teacher centered activity how can the evaluator record evidence of
student engagement?
3c. Engaged Learning
• Virtually all students are engaged• Students take initiative to modify a learning task
to make it more meaningful• Students have extensive choice on how to learn• Students are involved in group work and
suggest modifications to grouping patterns• Students have reflection and closure on the
lesson
Strategies
• Small group work without teacher• Project based work• Flipped classroom approaches• Hands 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
Who says lecture is right for all students?
Flipped ClassroomHow does this work for all learners?
Video
5Essentials Questions
• This class really makes me think.• I’m really learning a lot in this class.
3b. Using Questioning & Discussion Techniques
• Use open ended questions• Encourage students to initiate higher-order
questions• Use wait time to encourage (demand) all
students to participate• Encourage students to ask questions• Encourage students to answer other student’s
questions
It is the evaluator’s responsibility to record all questions asked and categorize by level of difficulty.
What does this mean for you?
3b. Using Questioning 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 mediation
• Teacher calls on students who do not volunteer
5Essentials Questions
• My teacher challenges me.• I have to work hard to do well in this class.• My teacher asks difficult questions on tests.• My teacher asks difficult questions in class.
Respect & Rapport
2b. Establishing An Environment of Respect and Rapport
• Teacher demonstrates knowledge and caring about students’ lives beyond school
• Teacher and students are uniformly respectful to each other
• There is no disrespectful behavior• Teacher greets students as they enter room
and makes contact with individual students when leaving the room
What does having high expectations 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?
What do you do about it?
5Essentials
• My teacher helps me catch up if I am behind.• My teacher is willing to give extra help on
schoolwork if I need it.• My teacher notices if I have trouble learning
something.• My teacher gives me specific suggestions about
how I can improve my work in this class.• My teacher explains things in a different way if I
don’t understand something in class.
5Essential Questions
• My teacher expects everybody to work hard.• My teacher expects me to do my best all the
time.• My teacher wants us to become better
thinkers, not just memorize things.
5Essentials Questions
• I feel it is important to come to school every day.
• I feel it is important to pay attention in class.• I think that doing homework is important.• I try hard to get good grades.• This class really makes me think.• I’m really learning a lot in this class.
Student Motivation
• I usually look forward to this class.• I work hard to do my best in this class.• Sometimes I get so interested in my work I
don’t want to stop.• The topics we are studying are interesting and
challenging.
3a. Communicating With Students
It is critical that no content errors are made
when communicating with students.
Communicating 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 presentation• Teacher invites students to explain the content
3d. Using Assessment In Instruction
Formative Assessment
• Teacher is sophisticated and continuous in monitoring student understanding during the instructional process
• Teacher makes appropriate adjustments as needed
• Feedback is specific and timely• Students monitor their own understanding
Summative 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 differentiates assessment• Teacher takes into account needs of each
student• Feedback is provided for all assessments
5Essentials Questions
• I learn a lot from feedback on my work.• It’s clear to me what I need to do to get a good
grade.• The work we do in class is good preparation for
the test.• The homework assignments help me to learn
the course material.• I know what my teacher wants me to learn in
this class.
4a. Reflection on Teaching
Do you engage
in reflection
about your teaching?
We learn by thinking
about what we do.
Reflective questions
“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?
4d. Participating in a Professional Community
PLC
• Teacher regularly participates and leads professional discussions
• Teacher has supportive and collaborative relationships with colleagues
• Teacher volunteers
4c. Communicating with Families
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
Planning & Preparation
• Teacher demonstrates knowledge of content• Teacher demonstrates knowledge of students• Teacher teaches to district curriculum• Teacher plans for differentiated instruction• Teacher plans for questions• Teacher predicts student stumbling blocks and
plans accordingly