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Teacher Evaluation Comment Examples: A Guide for Comprehensive Feedback
Are you a principal, administrator, or fellow educator tasked with writing insightful and effective teacher evaluations? The process can feel daunting, requiring a delicate balance of constructive criticism and genuine praise. This comprehensive guide provides a wealth of teacher evaluation comment examples, categorized to help you craft feedback that's both specific and actionable. We'll cover examples for various strengths and areas for improvement, ensuring your evaluations are impactful and contribute to teacher growth.
H2: Positive Teacher Evaluation Comment Examples
Positive feedback is crucial for boosting morale and recognizing achievements. Here are some examples to inspire you:
H3: Classroom Management & Organization:
Example 1: "Your classroom management is exemplary. Students are engaged and respectful, demonstrating a clear understanding of expectations you've established. The positive learning environment you cultivate is evident."
Example 2: "Your organizational skills are exceptional. Lessons are well-structured, materials are readily accessible, and transitions between activities are seamless, maximizing instructional time."
Example 3: "The calm and orderly atmosphere in your classroom is a testament to your effective classroom management strategies. Students are actively participating and showing respect for one another."
H3: Instructional Strategies & Lesson Planning:
Example 1: "Your lesson plans are thoughtfully designed and incorporate a variety of engaging teaching strategies. Students are actively involved and demonstrate a deep understanding of the material."
Example 2: "You effectively differentiate instruction to meet the diverse learning needs of your students. Your use of varied assessment methods ensures that all students are challenged and supported appropriately."
Example 3: "Your creative and innovative approach to teaching is inspiring. Students are enthusiastic and actively participating in the learning process, showcasing a genuine love of learning."
H3: Student Engagement & Relationships:
Example 1: "You foster a strong rapport with your students, creating a safe and supportive learning environment where they feel comfortable taking risks and asking questions."
Example 2: "Your enthusiasm for the subject matter is infectious! Students are clearly engaged and motivated to learn, showing a remarkable level of participation and curiosity."
Example 3: "You demonstrate exceptional skill in building positive relationships with students, creating a classroom community where everyone feels valued and respected."
H2: Constructive Teacher Evaluation Comment Examples: Areas for Growth
While positive reinforcement is essential, constructive feedback is vital for professional development. Remember to focus on specific behaviors and offer actionable suggestions for improvement.
H3: Classroom Management:
Example 1: "While your lesson plans are strong, consider implementing more proactive classroom management techniques to address minor disruptions more efficiently. Exploring strategies like [specific strategy] could be beneficial."
Example 2: "While student engagement is generally high, consider incorporating more student-led activities to foster independence and collaboration. This could enhance their active participation."
Example 3: "Occasionally, transitions between activities feel somewhat lengthy. Exploring more streamlined methods could optimize instructional time and maintain student focus."
H3: Instructional Strategies:
Example 1: "While your explanations are clear, incorporating more visual aids or hands-on activities could further enhance student understanding and engagement."
Example 2: "Consider incorporating more formative assessments throughout your lessons to gauge student understanding in real-time and adjust instruction accordingly."
Example 3: "While your lesson plans are well-structured, diversifying the types of assessments used could provide a more comprehensive picture of student learning."
H3: Student Engagement & Relationships:
Example 1: "While you build positive relationships with most students, consider individualizing your approach to better connect with students who may require additional support or encouragement."
Example 2: "Exploring different strategies for engaging quieter students might enhance their participation and overall classroom dynamic."
Example 3: "While your classroom is generally welcoming, creating more opportunities for student-to-student interaction could foster collaboration and communication skills."
H2: Using Specific Examples in Your Teacher Evaluations
Always ground your comments in specific observations. Instead of saying "Your teaching is good," say "During your lesson on [topic], your use of [method] effectively engaged students and resulted in [positive outcome]." The more specific your examples, the more meaningful and actionable the feedback becomes.
Conclusion
Writing effective teacher evaluations is a crucial aspect of fostering professional growth and improving educational outcomes. By utilizing these teacher evaluation comment examples as a starting point and tailoring them to individual teachers, you can provide constructive and impactful feedback that supports their continued development and enhances the learning experience for all students. Remember to maintain a balanced approach, highlighting both strengths and areas for growth, always focusing on observable behaviors and offering concrete suggestions for improvement.
FAQs
Q1: How can I ensure my evaluations are fair and unbiased?
A1: Use a standardized rubric, document observations meticulously, and focus on observable behaviors rather than subjective interpretations. Seek diverse perspectives if possible.
Q2: What should I do if a teacher is resistant to feedback?
A2: Approach the conversation with empathy and focus on collaboration. Highlight the positive aspects of their teaching first, then gently address areas for growth, offering support and resources.
Q3: How frequently should teacher evaluations be conducted?
A3: This varies by institution but typically ranges from annual to bi-annual evaluations. Check your school's specific policies.
Q4: Can I use these examples verbatim in my evaluations?
A4: While these examples provide guidance, always personalize your feedback to reflect the specific teacher and their performance. Avoid using them directly without modification.
Q5: Where can I find more resources on effective teacher evaluation techniques?
A5: Professional development resources from your school district, educational organizations, and online articles focused on effective teacher evaluation strategies will offer further guidance.
| teacher evaluation comment examples: Flash Feedback [Grades 6-12] Matthew Johnson, 2020-02-11 Beat burnout with time-saving best practices for feedback For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time. Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students. These time-saving strategies built on best practices for feedback help to improve relationships, ignite motivation, and increase student ownership of learning. Flash Feedback also takes teachers to the next level of strategic feedback by sharing: How to craft effective, efficient, and more memorable feedback Strategies for scaffolding students through the meta-cognitive work necessary for real revision A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response Downloadable online tools for teacher and student use Moving beyond the theory of working smarter, not harder, Flash Feedback works deeper by developing practices for teacher efficiency that also boost effectiveness by increasing students’ self-efficacy, improving the clarity of our messages, and ultimately creating a classroom centered around meaningful feedback. |
| teacher evaluation comment examples: How to Give Effective Feedback to Your Students, Second Edition Susan M. Brookhart, 2017-03-10 Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective. |
| teacher evaluation comment examples: Responsive Teaching Harry Fletcher-Wood, 2018-05-30 This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students Effective practical strategies to address each of these problems across a range of subjects Useful examples of each strategy in practice and accounts from teachers already using these approaches Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes. |
| teacher evaluation comment examples: Visible Learning: Feedback John Hattie, Shirley Clarke, 2018-08-15 Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country. |
| teacher evaluation comment examples: Leverage Leadership Paul Bambrick-Santoyo, 2012-06-06 Paul Bambrick-Santoyo (Managing Director of Uncommon Schools) shows leaders how they can raise their schools to greatness by following a core set of principles. These seven principles, or levers, allow for consistent, transformational, and replicable growth. With intentional focus on these areas, leaders will leverage much more learning from the same amount of time investment. Fundamentally, each of these seven levers answers the core questions of school leadership: What should an effective leader do, and how and when should they do it. Aimed at all levels of school leadership, the book is for any principal, superintendent, or educator who wants to be a transformational leader. The book includes 30 video clips of top-tier leaders in action. These videos bring great schools to you, and support a deeper understanding of both the components of success and how it looks as a whole. There are also many helpful rubrics, extensive professional development tools, calendars, and templates. Explores the core principles of effective leadership Author's charter school, North Star Academy in Newark, New Jersey, received the highest possible award given by the U.S. Department of Education; the National Blue Ribbon Print version includes an instructive DVD with 30 video clips to show how it looks in real life. E-book customers: please note that details on how to access the content from the DVD may be found in the e-book Table of Contents. Please see the section: How to Access DVD Contents Bambrick-Santoyo has trained more than 1,800 school leaders nationwide in his work at Uncommon Schools and is a recognized expert on transforming schools to achieve extraordinary results. |
| teacher evaluation comment examples: Teaching the New Writing Anne Herrington, Kevin Hodgson, Charles Moran, 2009-05-14 How has the teaching of writing changed in the 21st century? In this innovative guide, real teachers share their stories, successful practices, and vivid examples of their students’ creative and expository writing from online and multimedia projects, such as blogs, wikis, podcasts, electronic poetry, and more. The book also addresses assessment: How can teachers navigate the reductive definitions of writing in current national and statewide testing? What are teachers’ goals for their students’ learning—and how have they changed in the past 20 years? What is “the new writing”? How do digital writers revise and publish? What are the implications for the future of writing instruction? The contributing authors are teachers from public, independent, rural, urban, and suburban schools. Whether writing instructors embrace digital literacy now or see the inevitable future ahead, this groundbreaking book (appropriate for the elementary through college level) will both instruct and inspire. |
| teacher evaluation comment examples: Teacher Evaluation to Enhance Professional Practice Charlotte Danielson, Thomas L. McGreal, 2000 Identifies some of the problems with many teacher evaluation systems, presents a rationale for teacher evaluation, and describes a structural framework for designing an effective evaluation system for beginning and tenured teachers. |
| teacher evaluation comment examples: Clarity for Learning John Almarode, Kara Vandas, 2018-10-24 An essential resource for student and teacher clarity With the ever-changing landscape of education, teachers and leaders often find themselves searching for clarity in a sea of standards, curriculum resources, and competing priorities. Clarity for Learning offers a simple and doable approach to developing clarity and sharing it with students through five essential components: crafting learning intentions and success criteria co-constructing learning intentions and success criteria with learners creating opportunities for students to respond effective feedback on and for learning students and teachers sharing learning and progress The book is full of examples from teachers and leaders who have shared their journey, struggles, and successes for readers to use to propel their own work forward. |
| teacher evaluation comment examples: Visible Learning John Hattie, 2008-11-19 This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools. |
| teacher evaluation comment examples: The Professor Is In Karen Kelsky, 2015-08-04 The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more. |
| teacher evaluation comment examples: Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Recognizing, Evaluating, Rewarding, and Developing Excellence in Teaching of Undergraduate Science, Mathematics, Engineering, and Technology, 2003-01-19 Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields. |
| teacher evaluation comment examples: Battle Hymn of the Tiger Teachers Katharine Birbalsingh, 2019-09-03 At Michaela Community School, teachers think differently, overturning many of the ideas that have become orthodoxy in education. Here, 20 Michaela teachers explore controversial ideas that improve the lives of pupils from disadvantaged backgrounds. Michaela is blazing a trail, defying many of the received notions about what works best in schools. |
| teacher evaluation comment examples: The Framework for Teaching Evaluation Instrument, 2013 Edition Charlotte Danielson, 2013 The framework for teaching document is an evolving instrument, but the core concepts and architecture (domains, components, and elements) have remained the same.Major concepts of the Common Core State Standards are included. For example, deep conceptual understanding, the importance of student intellectual engagement, and the precise use of language have always been at the foundation of the Framework for Teaching, but are more clearly articulated in this edition.The language has been tightened to increase ease of use and accuracy in assessment.Many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance. |
| teacher evaluation comment examples: Classroom Writing Assessment and Feedback in L2 School Contexts Icy Lee, 2017-03-28 While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book. |
| teacher evaluation comment examples: Science Teaching Reconsidered National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Undergraduate Science Education, 1997-03-12 Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€and the wonderâ€of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. |
| teacher evaluation comment examples: Writing Meaningful Teacher Evaluations - Right Now!! Cornelius L. Barker, Claudette J. Searchwell, 2004 Writing Meaningful Evaluations----Right Now!! is an instrument designed to quickly and easily facilitate the completion of quality performance-based written evaluations. The book serves as an invaluable aid to not only experienced administrators and supervisors, but most especially to those new to the task of conducting written evaluation documents. The book supplies users with quick and efficient variety of tools necessary for writing fact-filled, performance-based, comprehensive, quality teacher evaluations. It seeks to empower educators in their effort to meet goals efficiently and expeditiously, pertaining to monitoring, assessing, and documenting instructional performance. This innovative guide can be used to transpose those competencies into the universal language of education. |
| teacher evaluation comment examples: Enhancing Teaching and Learning through Assessment Steve Frankland, 2007-10-17 Assessment is the daily life of a teacher; designing plans, setting questions, giving feedback and grading are all activities that teachers undertake on a regular basis. This book provides a practical guide on the effective use of assessment. It includes the use of assessment tools and pedagogical design that help students deepen their learning. Major issues on assessment and some excellent examples are presented as a useful resource to university teachers in enhancing teaching and students' learning. |
| teacher evaluation comment examples: Teacher Toolkit Ross Morrison McGill, 2015-10-08 'This is a book by a teacher still in the classroom after 20 years. Want to know how to survive? Read this book; it's fizzing with ideas.' Ty Goddard, Co-founder of the Education Foundation A compendium of teaching strategies, ideas and advice, which aims to motivate, comfort, amuse and above all reduce your workload, by bestselling author Ross Morrison McGill, aka @TeacherToolkit. Teacher Toolkit is a must-read for newly qualified and early career teachers and will support you through your first five years in the primary or secondary classroom. It is packed with advice, tips and ideas for all aspects of teaching practice, from lesson planning to marking and assessment, behaviour management and differentiation. Ross believes that becoming a teacher is one of the best decisions you will ever make, but after more than two decades in the classroom, he knows that it is not an easy journey! He shares countless anecdotes from his own experience, from disastrous observations to marking in the broom cupboard, and offers a wealth of strategies to help you become a true Vitruvian teacher: one who is resilient, intelligent, innovative, collaborative and aspirational. Complete with a bespoke Five Minute Plan in every chapter, photocopiable templates, QR codes, a detachable bookmark and beautiful illustrations by renowned artist Polly Nor, Teacher Toolkit is everything you need to ensure you are the best teacher you can be, whatever the new policy or framework. Ross is the bestselling author of Mark. Plan. Teach., Just Great Teaching and 100 Ideas for Secondary Teachers: Outstanding Lessons. Vitruvian teaching will help you survive your first five years: Year 1: Be resilient (surviving your NQT year) Year 2: Be intelligent (refining your teaching) Year 3: Be innovative (taking risks) Year 4: Be collaborative (working with others) Year 5: Be aspirational (moving towards middle leadership) Start working towards Vitruvian today. |
| teacher evaluation comment examples: Handbook on Teacher Evaluation with CD-ROM James Stronge, Pamela Tucker, 2020-10-14 Easy-to-use, authoritative, and flexible, the tools in this book and CD-ROM have been developed over the last 15 years and have been field tested in over 500 schools. These tools will empower you to do your evaluations based on current thinking and best practices. |
| teacher evaluation comment examples: Visible Learning for Teachers John Hattie, 2012-03-15 In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’ |
| teacher evaluation comment examples: The CPD Curriculum Mark Enser, Zoe Enser, 2021-07-02 Co-authored by Zoe Enser and Mark Enser, The CPD Curriculum: Creating conditions for growth shares expert and practical guidance for schools on designing and delivering continuing professional development (CPD) that truly lives up to its name. There is a wealth of research available on professional learning, from both within and outside the education sphere, and in this book Zoe and Mark pull it all together to help school leaders optimise teachers' ongoing learning and growth. Zoe and Mark explain how schools can overcome issues with CPD that can leave teachers plateauing in their development after just a few years, and share a variety of case studies that illustrate the key components of an effective CPD programme that builds on teachers' prior knowledge. The authors spell out the importance of CPD and explain how, when done well, it gives teachers the agency to make professional decisions informed by the best evidence and experience they have to hand. Furthermore, they explore how high-quality professional development contributes not only to a collaborative culture within the school staff team and enhanced job satisfaction for teachers, but also to improved student outcomes. Split into three parts - intent, implementation and impact - the book covers a range of key areas, including: coaching and mentoring, subject-specific CPD, empowerment and self-efficacy, delivery methods and quality of materials. They also examine the current issues and common pitfalls surrounding CPD and offer guidance on how it can be improved, with clear end goals in mind. Suitable for school leaders, heads of department and CPD leads in all settings. |
| teacher evaluation comment examples: Working Inside the Black Box Paul Black, Christine Harrison, Clare Lee, 2004 Offers practical advice on using and improving assessment for learning in the classroom. |
| teacher evaluation comment examples: Making Evaluation Meaningful PJ Caposey, 2017-06-24 Re-evaluate your perspective on teacher evaluation to truly transform school performance! The tools, strategies, and reflections in this book provide realistic solutions to the problem faced by many schools: meaningless evaluation. A considerable amount of time, energy, and money is spent on the teacher evaluation process, yet the question remains whether it is truly transforming the learning of teachers and, therefore, students. This practical guide shows how evaluation can become the tie that binds all school improvement activities together to: • Bring clarity and purpose to all educators making their roles more effective • Improve teacher practice since they receive better support • Increase student achievement and overall school culture |
| teacher evaluation comment examples: Assessment and Feedback in Higher Education: A Guide for Teachers Teresa McConlogue , 2020-05-01 Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Assessment and Feedback in Higher Education aims to solve these problems. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need. |
| teacher evaluation comment examples: Feedback in Higher and Professional Education David Boud, Elizabeth Molloy, 2013 Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. That the job of feedback is complete with the imparting of performance-related information. That a generic model of best-practice feedback can be applied to all learners and all learning situations It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive. |
| teacher evaluation comment examples: Assessment for Teaching Patrick Griffin, 2017-10-18 Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions. Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning. Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning. Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers. |
| teacher evaluation comment examples: Point-Less Sarah M Zerwin, 2020-03 An exploration of moving away from traditional letter or number grades as an assessment and as a result producing more thoughtful students whose learning is more authentic-- |
| teacher evaluation comment examples: Evaluating Professional Development Thomas R. Guskey, 2000 Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability. |
| teacher evaluation comment examples: Teacher Evaluation Kenneth D. Peterson, 2000-05-19 This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests, documentation of professional activity, systematic observation, and administrator reports, as well as discussions of the teacher as curriculum designer and data sources to avoid. Part 3 describes tools for improved teacher evaluation, and the evaluation of other educators is outlined in part 4. School district responsibilities and activities are described in part 5. This edition adds new chapters on: (1) the role of the principal in changed teacher evaluation; (2) how districts can transform current practice; (3) use of national standards; (4) developments in using student achievement data; and (5) the development of sociologically sophisticated teacher evaluation systems. Emphasis is placed on the use of the Internet as a resource and other new resources for local development. A list of legal cases cited is included. (Contains 343 references.) (SLD) |
| teacher evaluation comment examples: To Improve the Academy James E. Groccia, Laura Cruz, 2012-08-31 An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Professional development for geographically dispersed faculty Implementing a learning consortium for communication and change Faculty engagement in program-level outcomes assessment What educational developers need to know about faculty-artists Exploring the spiritual roots of midcareer faculty Raising funds from faculty for faculty development centers Mentoring in higher education Tough-love consulting in order to effect change Research on the impact of educational development Examining effective faculty practice Insights on millennial students Contemplative pedagogy of teaching and learning centers Faculty and student perspectives on course evaluation terminology Questions about student ratings Small-group individual diagnosis to improve online instruction Supporting international faculty Complex ecologies of diversity, identity, teaching, and learning Organizational strategies for fostering faculty racial inclusion The truth about students' capacity for multitasking Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel Designing active learning with flexible technology |
| teacher evaluation comment examples: Never Work Harder Than Your Students and Other Principles of Great Teaching Robyn R. Jackson, 2018-08-29 Some great teachers are born, but most are self-made. And the way to make yourself a great teacher is to learn to think and act like one. In this updated second edition of the best-selling Never Work Harder Than Your Students, Robyn R. Jackson reaffirms that every teacher can become a master teacher. The secret is not a specific strategy or technique, nor it is endless hours of prep time. It's developing a master teacher mindset—rigorously applying seven principles to your teaching until they become your automatic response: Start where you students are. Know where your students are going. Expect to get your students there. Support your students along the way. Use feedback to help you and your students get better. Focus on quality rather than quantity. Never work harder than your students. In her conversational and candid style, Jackson explains the mastery principles and how to start using them to guide planning, instruction, assessment, and classroom management. She answers questions, shares stories from her own practice and work with other teachers, and provides all-new, empowering advice on navigating external evaluation. There's even a self-assessment to help you identify your current levels of mastery and take control of your own practice. Teaching is hard work, and great teaching means doing the right kind of hard work: the kind that pays off. Join tens of thousands of teachers around the world who have embarked on their journeys toward mastery. Discover for yourself the difference that Jackson's principles will make in your classroom and for your students. |
| teacher evaluation comment examples: Teacher Observation in Student Assessment Graham Samuel Maxwell, 2001 This paper was prepared for the Queensland School Curriculum Council and is in the series Discussion papers on assessment and reporting ; No. 2. The series encourages discussion on various issues concerning assessment and reporting. |
| teacher evaluation comment examples: Drive Daniel H. Pink, 2010-01-21 Forget everything you thought you knew about how to motivate people - at work, at school, at home. It's wrong. As Daniel H. Pink explains in his new and paradigm-shattering book DRIVE: THE SURPRISING TRUTH ABOUT WHAT MOTIVATES US, the secret to high performance and satisfaction in today's world is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world. Drawing on four decades of scientific research on human motivation, Pink exposes the mismatch between what science knows and what business does - and how that affects every aspect of our lives. He demonstrates that while the old-fashioned carrot-and-stick approach worked successfully in the 20th century, it's precisely the wrong way to motivate people for today's challenges. In DRIVE, he reveals the three elements of true motivation: AUTONOMY - the desire to direct our own lives; MASTERY - the urge to get better and better at something that matters; PURPOSE - the yearning to do what we do in the service of something larger than ourselves. Along the way, he takes us to companies that are enlisting new approaches to motivation and introduces us to the scientists and entrepreneurs who are pointing a bold way forward. DRIVE is bursting with big ideas - the rare book that will change how you think and transform how you live. |
| teacher evaluation comment examples: Establishing a Framework for Evaluation and Teacher Incentives Considerations for Mexico OECD, 2011-04-12 This report presents the main findings and policy recommendations developed by the OECD Steering Group on Evaluation and Teacher Incentive Policies, consisting of international experts. |
| teacher evaluation comment examples: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| teacher evaluation comment examples: Strategies That Work Stephanie Harvey, Anne Goudvis, 2017 In this new edition of their groundbreaking book Strategies That Work, Stephanie Harvey and Anne Goudvis share the work and thinking they've done since the second edition came out a decade ago and offer new perspectives on how to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. Thirty new lessons and new and revised chapters shine a light on children's thinking, curiosity, and questions. Steph and Anne tackle close reading, close listening, text complexity, and critical thinking in a new chapter on building knowledge through thinking-intensive reading and learning. Other fully revised chapters focus on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum. The new edition is organized around three sections: Part I provides readers with a solid introduction to reading comprehension instruction, including the principles that guide practice, suggestions for text selection, and a review of recent research that underlies comprehension instruction. Part II contains lessons to put these principles into practice for all areas of reading comprehension. Part III shows you how to integrate comprehension instruction across the curriculum and the school day, particularly in science and social studies. Updated bibliographies, including the popular Great Books for Teaching Content, are accessible online. Since the first publication of Strategies That Work, more than a million teachers have benefited from Steph and Anne's practical advice on creating classrooms that are incubators for deep thought. This third edition is a must-have resource for a generation of new teachers--and a welcome refresher for those with dog-eared copies of this timeless guide to teaching comprehension. |
| teacher evaluation comment examples: Teaching Undergraduates , |
| teacher evaluation comment examples: Nurse as Educator Susan B. Bastable, 2007-12-12 Nurse as Educator: Principles of Teaching and Learning for Nursing Practice prepares nurse educators, clinical nurse specialists, and nurse practitioners for their ever-increasing roles in patient teaching, health education, health promotion, and nursing education. Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. The Third Edition of this best-selling text has been updated and revised to include the latest research. Nurse as Educator is used extensively in nursing educations courses and programs, as well as in both institutional and community-based settings. |
| teacher evaluation comment examples: Teaching in Nursing and Role of the Educator Rn Marilyn H Oermann Phd, 2013-12-06 This all-inclusive text on teaching in nursing is by one of the pre-eminent nurse educators in the United States: Dr. Marilyn Oermann. The only book to focus on the full academic role, it is designed to provide graduate-level nursing students with all of the competencies essential for effective teaching. This evidence-based text encompasses both theoretical and practical information and includes content on teaching and learning, assessment and evaluation, curriculum development, using technology, teaching in simulation, learning lab and online courses, models for clinical teaching, scholarship and evidence-based education, and other components of the educator role. |
| teacher evaluation comment examples: Subject Teaching and Teacher Education in the New Century Yin Cheong Cheng, Kwok Tung Tsui, King Wai Chow, Magdalena Mo Ching Mok, 2002-03-31 This 544-page book has 22 chapters prepared by experienced and renowned scholars and researchers from different parts of the world. Grouped into three sections- Information Technology, Science and Mathematics, Social Sciences and General Studies, and Languages - the chapters represent an important collection of international endeavours committed to facilitate the much needed paradigm shift in subject curriculum and pedagogy and reinforce the quest for a new knowledge base that can support the search for new conceptions, models, perspectives, innovations, and practices for teaching effectiveness and teacher development in different parts of the world. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested to reform education and teacher education in the new century. |
Teacher Evaluation & Development - NYSUT
Introduction. The annual teacher evaluation and development process. The Teacher Evaluation and Development (TED) system is a comprehensive collection of strategies to ensure that …
Teacher Evaluation Comment Examples Copy - netsec.csuci.edu
guide provides a wealth of teacher evaluation comment examples, categorized to help you craft feedback that's both specific and actionable. We'll cover examples for various strengths and …
Comments from students on teaching evaluation forms
Comments from students on teaching evaluation forms: • I found Søren to be a wonderful TA. The things that he taught me helped me a great deal in this class as well as in my lecture. Because …
SUMMATIVE TEACHER EVALUATION - National Council on …
The teacher uses and subsequently evaluates the impact of a variety of instructional strategies, materials, and technologies to meet indi- vidual student needs.
Teacher Evaluation Tool - greenville.k12.oh.us
The intended purpose of the Greenville City Schools Teacher Evaluation Process is to assess the teacher’s performance in relation to the Ohio Department of Education Teaching Standards …
Writing High-Quality Evaluations of Student Performance: …
Well-written evaluations include comments that: Use competency-based language. Are appropriate length: one paragraph. Illustrate behaviors with specific examples. Highlight …
PHYSICAL EDUCATION TEACHER EVALUATION TOOL
Prioritize and rearrange the items on the evaluation tool to emphasize certain teaching knowledge/skills/behaviors. Modify the tool to meet needs for formative or summative …
Observation, Feedback, and Support: Eduactor Performance …
As CT educators and administrators begin the evaluation and support process for the 2020–21 school year, it is important for evaluators to recognize, observe, and provide feedback to …
Lesson Plan Self-reflection and Evaluation - St. Teresa of Avila ...
Lesson Plan Self-reflection and Evaluation. Self-evaluation is a powerful tool that will help you become a better teacher. Reflecting on and evaluating your teaching after a lesson is over will …
Sample Student Comments on Evaluations - Wellesley College
Sample Student Comments on Evaluation Forms. Course: Writing 125, Staging Science, Wellesley College Semester: Spring 2011 Class size: 14 students. Professor Brubaker is a …
STUDENT TEACHER/INTERN OBSERVATION/EVALUATION …
Scheduled conversations and written comments regarding the student’s performance/delivery of lessons, identify individual strengths (e.g., emergent, frequently used, or mastered skills), and …
TEACHER PERFORMANCE EVALUATION - National Council on …
Performance evaluation for teachers is a continuous process that takes place in three-year cycles. It consists of two complementary types of evaluation: formative and summative.
Teaching Assistant Evaluation Reference Guide - ocmboces.org
Regularly accesses resources available to increase knowledge of content. Conveys knowledge that is accurate and current, makes real-life connections with the curriculum. Use of …
Example of Minimal Requirements for Teaching Assistant …
The purpose of this evaluation is to assess the Teaching Assistant (TA) performance and thereby assist him/her in developing and improving his/her skills, and ensure a standard of acceptable …
EDS Final Evaluation Report for Teachers, Non-Classroom …
The following are sample comments for each of the four measures (Observation of Practice, Contributions to Student Outcomes, Progress Toward Initial Planning Sheet Objectives, and …
FRAMEWORK FOR EVALUATION: Classroom Teacher - The …
Teacher explanations are clear and invite student intellectual engagement. Instructional practices are personalized to accommodate diverse learning styles, needs, interests, and levels of …
Teacher Assessment and Evaluation - ed
purpose of teacher assessment and evaluation. The core purpose of teacher assessment and evaluation should be to strengthen the knowledge, skills, dispositions, and classroom practices …
FacultyPerformanceEvaluation(FPE)ExamplesbyCategory*
Extremely productive as the department’s GME leader as well as small group leader with med students. Teaching evaluations are below the average for the department. Please meet with …
Evaluating Teachers with Classroom Observations - Brookings
May 2014. Evaluating Teachers with Classroom Observations. Lessons Learned in Four Districts. Reuters. Grover J. (Russ) Whitehurst, Matthew M. Chingos, and Katharine M. Lindquist. …
Teachers responses to feedback from evaluators: What …
The study sought to understand how response to feedback from evaluators is influenced by teachers’ perceptions of four interrelated characteristics: usefulness of the feedback, accuracy …
Teacher Evaluation and Training - Scholars at Harvard
reviews the literature on teacher evaluation 2and training. Evaluation measures and performance incentives are features in familiar many occupations and sectors. Teachers and schools are no different. In the education sector, the category teacher evaluation” has come to encompass a “ variety of policies, programs, and proposals.
Preschool for All Program Evaluation - sample forms
Self-evaluation has been proven to help set personal goals, and increase teacher performance. This form is for you and will not be used toward your official teacher observation and evaluation, but instead will be used to help plan staff development activities. Evaluate your performance by using the following scale:
Teacher Evaluation- Suggested Artifacts & Evidence - ASDN
Teacher Evaluation- Suggested Artifacts & Evidence Formatted: Domain 1 - Planning and Preparation Domain 2 - Classroom Environment 1a. Knowledge of Content and Pedagogy ... Teachers uses of examples and metaphors that illustrate new learning; teacher connects with student knowledge, interests and culture
Resident as Teacher: Giving and Receiving Feedback
Giving Feedback: Faculty Examples •Comments to students at mid-rotation: • ^Student has an appropriate level of knowledge for a 3rd year student. Patient Care: Efficient with obtaining a history. Compassionate and a good listener. IP/communications skills: Compassionate and a good listener. Communicates clearly.
Marzano Focused Evaluation Model - The School District of …
the components of the Marzano Focused Teacher Evaluation Model. – Navigate the protocols that explicitly reference the key ideas and evidence of the 23 elements within the Marzano Focused Teacher Evaluation Model. – Explain how student evidence may be used to determine accurate ratings. – Explain how competency based scoring differs from ...
Feedback Strategies for Coaches and Administrators
teacher s personal improvement targets. Vanessa Valencia, an assistant principal in Colorado, made her district s evaluation requirements more personal and growth oriented by printing out each teacher s instructional goals on a single cheat sheet. Valencia writes, Being able to say, I know you re working on
Evaluatee: Teacher Assistant Performance Evaluation
1. Click on the My Evaluation Plan tab at the top of the page to access your evaluation plan. 2. Click on the blue link text to access youcurrenr t 2022-2023 Teacher Assistant PerformanceEvaluation . Access Final Evaluation Report . 3. Click the Summative and Final Evaluation tab and click Final Evaluation Report and Sign-Off (Teacher Assistant) 4.
PERFORMANCE ASSESSMENT AND EVALUATION …
and evaluation process is for all teacher-scale employees. The major components of the process are explained in this handbook. They include the following: the fi ve standards of performance, the performance guidelines and expectations, the evaluation cycle, and assessment a nd evaluation procedures. A glossary is provided to
Teacher Evaluation Process - National Council on Teacher …
Teacher Evaluation Committee 5 Evaluation Introduction 6 District Vision, Mission, Core Values, Priorities and Goals ... Components and Elements of the Teaching Performance Evaluation 29 Appendix D-Examples of Evidence and Artifacts ... provided that the classroom teacher is given an opportunity to comment on the information during a conference ...
Teacher Performance Evaluation - National Council on …
Jackson Public School District Teacher Performance Evaluation Handbook, Page 0 JACKSON PUBLIC SCHOOLS: TEACHER EVALUATION HANDBOOK STAKEHOLDERS’ COMMITTEE MEMBERS Administrators Carol R. Adams, Administrator of Human Resources Kisiah W. Nolan, Assistant Superintendent of Elementary Schools Principals Pamela M. Felder, Middle School
Overview of Florida's Teacher Evaluation System - original
teacher’sevaluation – Wheneveravailable, this portion must be based on data representing3 years of students assignedto the teacher – Ifless than 3 years of data are available, years forwhich data are available must be used, and percentageof evaluation based on growth may bereduced to not less than 40%. 14
Teacher Evaluation Guide - rochesterteachers.org
CIT Teacher Evaluation Guide 2021-2022 page 3 TIMELINE FOR APPR: TENURED AND NON-TENURED TEACHERS *Pre- and Post-Observation Conference meetings are mandatory for Formal Observations: Pre-Observation Conference should take place within one week prior to any formal observation. Post-Observation Conference should take place no later than one week …
SPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND …
be used independently to formulate teacher evaluation. Probationary Speech Language Pathologist Timeline By October 15th By January 1st By March 1st By June 1st Yearly Self-Evaluation Form (pg. 32-37), Professional Growth Action Plan (pg. 42 …
Teacher Evaluation Plan - National Council on Teacher Quality
evaluation should help teachers reach their full potential as teachers and high light areas for professional growth. Third, evaluation must be based upon clear criteria, and the cooperation of both teacher and principal. EDUCATIONAL ROLES The Teacher The classroom teacher is the central person in the process of educating children. The most
Examples of Academic Feedback - University of Aberdeen
2: A new definition of ethics is needed. Here are some existing definitions of the concept of 'ethics'. In addition, here is a suggested new definition. 3: The existing definitions of the concept of ethics are too divergent to be useful. In addition, an updated definition of ethics is needed.
ARTS TEACHER DEVELOPMENT AND EVALUATION: WHAT …
ARTS TEACHER DEVELOPMENT AND EVALUATION: WHAT TO LOOK FOR IN MUSIC Aligned to Minnesota Performance Standards for Teacher Practice ... This resource has many examples, which are just that—examples. These examples should not be taken as requirements or an all-inclusive list, nor should the goal be to check as many boxes as possible. ...
North Carolina Teacher Evaluation System Implementation …
The NC Teacher Evaluation System was developed by MCREL in collaboration with the State Board of Education and the NC Professional Teaching Standards Commission with an original copyright date of 2009 and a revision in 2012. Excerpts from the North Carolina Teacher Evaluation Process Manual are contained in this document. 4 Introduction
Uncommon Measures: Using Peer Evaluation to Leverage …
measures of teacher effectiveness and highlights district and state contexts where these methods are used. This guidance document focuses on the use of teacher peer-evaluation as an alternative measure, including background information, information on its use in teacher evaluation systems, and
Teacher Evaluation Comment Examples Full PDF
guide provides a wealth of teacher evaluation comment examples, categorized to help you craft feedback that's both specific and actionable. We'll cover examples for various strengths and areas for improvement, ensuring your evaluations are impactful and contribute to teacher growth. H2: Positive Teacher Evaluation Comment Examples
North Carolina Teacher Evaluation - National Council on …
North Carolina Teacher Evaluation System Rubric for Evaluating North Carolina Teachers ... performing at a level below expectations or below standard. If that column is chosen, then a comment must be made as to why it was selected. ... At the conclusion of each standard are further examples provided by the state that could
FRAMEWORK FOR EFFECTIVE TEACHING - Newark Public …
Teacher anticipates and responds to student reactions and misunderstandings by adjusting instructional strategies. 2d. Precision & Evidence. Teacher and students require precision and evidence in tasks and responses. Over the course of the year… 2e. Revisions. Student work includes revisions based on teacher and peer feedback, especially revised
Current State of High Stakes Teacher Evaluation for Special …
Standards for Educational Evaluation, 2009). Teacher evaluation is a formal process designed to measure teacher quality and encourage professional growth through feedback (Darling-Hammond et al., 2012; Council for Exceptional Children, 2012; Marzano, 2012a; Marzano, 2012b). In some states, teacher evaluation ratings are used
Huntington Public Schools - hufsd.edu
TEACHER ASSISTANT EVALUATION REPORT Instructions for Use The primary purpose of the evaluation form is to establish the level of performance of the employee during the period of this evaluation and, further, to assist the employee in improving performance in areas which may have been found to be less than “Effective”. The supervisor
Report Card Comments - TIMESAVERS for TEACHERS
• Assignments are completed by due dates and (sometimes/ usually/ always/ consistently) display care and effort.(G) • _____ has (sometimes/ often) neglected to submit assignments by due date.(G,N) • _____ completes homework on time and with care.(P) • Assignments are completed with care and effort by due dates.(P) • It is noted that homework completion was more …
Teacher Evaluation Handbook - HCTA
EVALUATION COMPONENTS The classroom teacher evaluation consists of two measures used to determine teachers’ overall effectiveness. Per Florida Statute 1012.34(3)(a), at least one-third of a teacher’s evaluation must be based on student data, and at least one-third must be based upon instructional practice. The components of the teacher ...
The Connecticut Common Core of Teaching (CCT) Rubric for …
evaluators to observe a teacher. Each teacher shall be observed at a minimum as stated in the Connecticut Guidelines for Educator Evaluation. In order to capture an authentic view of practice and to promote a culture of openness and comfort with frequent observations and feedback, it is recommended that evaluators use a
EDS Final Evaluation Report for Teachers, Non-Classroom …
Q. The principal has determined a teacher’s final evaluation rating as “elow Standard Performance.”What are the next steps? A. Provide the classroom teacher a copy of the signed Final Evaluation Report and the Below Standard Evaluation Attachment; provide a written summary of the areas of below standard performance (Article X, Sec. 6.0).
Rubric for Evaluating North Carolina Teachers (Required)
June, 2009 NC Department of Health and Human Services Version of the NC Teacher Evaluation Process Page 1 of 16 Rubric for Evaluating North Carolina Teachers (Required) This form should be used as the basis for the teacher self-assessment, learning environment observation, and the summary evaluation.
Rubric&for&Evaluating&North&Carolina&Teachers
North Carolina Teacher Evaluation Process ... (Comment Required) st graduating sc from # st " # Understands how they contribute to to students from high hool. # Uses data to ... Examples of Artifacts: # Student profiles # Communications w/parents/community # _____ # Student surveys # Professional development on cultural # _____ ...
Teacher Appraisal Guidance and Templates - St Bede's Inter …
The head teacher is also responsible for producing an annual report to governors about the operation of the ... The appraiser should complete an appraisal statement and submit to the appraisee for them to sign/comment. The appraisee should sign and return ... that examples are given and clarification provided if necessary. This enables the ...
North Carolina TEACHER - National Council on Teacher Quality
Six of the Teacher Evaluation Process. (See Teacher Evaluation Process.) 2. Action Plan – A plan developed by a principal/supervisor with input from the teacher for the purpose of articulating specific actions and outcomes needed in order to improve the teacher’s performance. Action plans are developed and
RATING A TEACHER OBSERVATION TOOL - ed
effective teacher evaluation system should meet. Annual Process: All teachers should be evaluated at least annually. Clear, Rigorous Expectations: ... Additional Examples Area Examples of Excellence Examples of Compliance Lesson Objectives “Consistently uses rigorous, bite-sized,
Teacher Goal-Setting and Professional Development (GSPD) …
Teacher Self-Assessment Each teacher will conduct a self-assessment by reviewing data and reflecting on professional practices to determine teacher and student needs. In addition to student and teacher data, this review includes an in-depth analysis of the domains, dimensions, and descriptors of the T-TESS Rubric and the Texas
Teacher Evaluation Rubrics - Amazon Web Services
year, teacher and supervisor repeat this process and reach closure on the year’s ratings (the supervisor, of course, has the final say). Evaluation meetings work best if the teacher and supervisor fill out the rubrics beforehand, discuss only the areas where they disagree, and talk about those areas based on the teacher’s actual performance.
Examples of Custom Questions for Course Evaluations
EXAMPLES OF RATING SCALES Likert-Type Scale Response Anchors Likert Scales QUESTION CATEGORIES Questions is bold are already included on the standard course evaluation used in all MU courses. Instructor Responsiveness and Method 1. The instructor was responsive when students had questions or needed assistance. 2.
Observation Feedback Form - University of California, San Diego
Adapted from: Framework of Faculty Teaching Performance Evaluation, Texas A&M University. Used effective questioning techniques Examples may include but are not limited to: Use appropriate wait time following questions Repeated student responses so everyone could hear Acknowledged and encouraged students responses by
PEER OBSERVATION, FEEDBACK AND REFLECTION
good techniques and practices, as well as advice for both the teacher being observed and the teacher who is observing. Examples and links to further resources are also included. • Tools for peer observation: each phase in the cycle of peer observation includes an annotated template for teachers to inform their self reflection,
Child Care Staff Evaluation - Virtual Lab School
Many directors will often give new providers a copy of the evaluation so that they know what the work expectations are and can measure their own progress. It is helpful to establish a set guideline for when evaluation will occur. Some programs will schedule staff evaluations at the end of a probationary period and then annually after that.
Case Studies for Teacher Evaluation: A Study of Effective …
teacher evaluation practices. The case studies, as well as the report, should be of interest to those initiating or revising teacher evaluation procedures. School systems evaluate teachers in order to make decisions about teacher status and to help teachers improve their performance. Most existing literature on teacher evaluation concerns ...
How to Provide Meaningful Feedback: Teacher’s Guide - The …
peer or teacher. Self-regulation feedback takes time, as students need frequent practice to learn to regulate their academic performance and behavior. The long-term goal is to help students make a connection between effort and success. Examples: • A teacher reminds students to take clear notes because they will be able to use the notes on a test.
TEACHER AIDE EVALUATION FORM - LINQ
TEACHER AIDE EVALUATION FORM . Name: Period from: To: Type of Evaluation: Annual . Probationary Special . Performance Appraisal (rate each item by selecting the phrase or phases that most closely ... _____ Work is above average, rarely find examples that have been skipped or neglected _____ Quality of daily and periodic work is average ...
Reflective Practice in Teacher Education: Issues, Challenges, …
of teachers’ professional life, namely, teacher identity and teacher quality. Teacher identity is a term that is used to refer to the way in which teachers understand themselves as teachers (Mockler, 2011). The term entails both the personal and professional aspects of a teacher.
Georgia’s Teacher Keys Effectiveness System - Georgia …
Part I: Teacher Assessment on Performance Standards (TAPS) – 50% Each student has unique talents, needs and challenges. No one classroom is the same, so an evaluation system for teachers must reflect that and be unlike a typical evaluation in another profession. The Teacher Assessment on Performance Standards (TAPS) was included in TKES
Sample Lesson Plan Evaluation Comments - Live Learn …
company is an object located for sample lesson plan evaluation comments are so every minute. If i comment could not include examples. The educational environment allocated class? Teacher develops and prior to improve your central focus narrow can also need to conduct and district as a lesson plans; various different group.
Teacher Performance Evaluation System - Dinwiddie County …
PART I: INTRODUCTION AND PROCESS INTRODUCTION The Dinwiddie County Public Schools Teacher Performance Evaluation System (TPES) uses the Goals and Roles Performance Evaluation Model© (short title: Goals and Roles Model©) developed by Dr. James Stronge for collecting and presenting data to document performance
Educator’s Handbook for Professional Growth & Evaluation
The Summative Evaluation (annual for probationary teachers and every two years for contract teachers) is the culminating meeting with the multiple examples of evidence for all areas. The evaluator will assess the teacher’s performance against the …
Uncommon Measures: Teacher Self-Evaluation to Encourage …
Teacher self-evaluation as a stand-alone measure in teacher evaluation systems is not widely used in many areas of the country. As a tool, teacher self-evaluation is, in many evaluation systems, seen as an extension of the self-reflection process and does not receive a separate score in the evaluation system.
NC Teacher Evaluation Process Sample-Evidence Table
--Teacher attends IEP meetings --Teacher is aware of which students in class have IEP’s and what those modifications are such as inclusion and research based effective practices for students with special needs. --Teacher collaborates with EC teachers to plan instruction --Teacher co-teaches with EC teacher --Teacher is pro-active in seeking
Guidance for Principals: Providing Feedback to Teachers
This action plan would be most appropriate for a teacher who is very self-directed and wants to take ownership over his/her own development. 1. Determine the specific questioning descriptor the teacher wants to refine. Ex. Does the teacher want to refine his/her ability to ask questions that lead to self-directed learning, text based questions ...
Professional Evaluation Portfolio: How to Develop, Organize …
4. SESE Evaluation Plan and Evaluation Tool 5. Artifacts and Documents of your teaching practices 1. May be subdivided into: Teacher Tools & Student Products 6. Reflective commentaries: These commentaries do more than describe the portfolio contents; they examine the teaching documented in the portfolio and reflect on what teacher and students ...
