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Teacher Evaluation Examples: Comments That Count
Are you struggling to write effective and insightful teacher evaluations? Do you want to provide feedback that truly supports teacher growth and improvement? Finding the right words to convey both strengths and areas for development can be challenging. This comprehensive guide provides numerous examples of teacher evaluation comments, categorized by area of focus, to help you craft evaluations that are both constructive and impactful. We'll cover everything from classroom management to lesson planning, ensuring your evaluations are precise, fair, and ultimately beneficial for the teacher's professional development. Let's dive in!
Understanding the Purpose of Teacher Evaluations
Before we explore specific examples, it's crucial to understand the core purpose of teacher evaluations. They're not simply a judgment; they are a crucial tool for professional growth. Effective evaluations:
Provide specific, actionable feedback: Vague comments are unhelpful. Focus on observable behaviors and their impact.
Highlight both strengths and weaknesses: A balanced approach fosters growth and avoids demoralization.
Offer concrete suggestions for improvement: Don't just identify problems; suggest solutions.
Promote a collaborative approach: The evaluation should be a conversation, not a one-sided assessment.
Examples of Positive Teacher Evaluation Comments
Positive feedback is vital for boosting morale and encouraging continued excellence. Here are some examples, categorized for clarity:
Classroom Management
"Ms. Jones expertly manages her classroom, creating a positive and respectful learning environment. Her proactive strategies for addressing disruptive behavior are highly effective."
"Mr. Smith's calm demeanor and consistent application of classroom rules maintain a focused and productive learning atmosphere. Students feel safe and supported in his classroom."
"The collaborative classroom culture Ms. Garcia fosters is truly impressive. Students actively participate and support one another's learning."
Lesson Planning & Instruction
"Mr. Lee's lessons are meticulously planned and engaging. He effectively uses a variety of teaching strategies to cater to diverse learning styles."
"Ms. Brown's use of technology to enhance learning is exemplary. Her digital resources are well-integrated and enhance student understanding."
"Ms. Chen demonstrates a deep understanding of her subject matter and effectively conveys this knowledge to her students in an accessible manner."
Student Engagement & Interaction
"Mr. Davis fosters a strong sense of community in his classroom. Students are actively engaged and enthusiastic about learning."
"Ms. Rodriguez consistently checks for understanding and adjusts her instruction accordingly. This ensures all students are progressing at their own pace."
"Ms. Kim's ability to connect with students on a personal level is remarkable. She creates a supportive environment where students feel valued and respected."
Assessment & Feedback
"Mr. Garcia's assessments are thoughtfully designed and provide valuable insights into student learning. His feedback is specific, constructive, and actionable."
"Ms. Lee's use of formative assessment allows her to adjust her instruction and provide timely support to students who are struggling."
"Ms. Chen's grading rubric is clear, consistent, and provides students with a transparent understanding of expectations."
Examples of Constructive Teacher Evaluation Comments
Offering constructive criticism requires tact and sensitivity. Here's how to phrase it effectively:
Areas for Improvement: Classroom Management
"While your classroom generally runs smoothly, consider implementing strategies to address minor disruptions more proactively, perhaps through preemptive interventions."
"Implementing a clear system for transitions between activities could further enhance the efficiency of your classroom."
Areas for Improvement: Lesson Planning & Instruction
"While your lessons are engaging, incorporating more opportunities for student-led discussions could further deepen their understanding and critical thinking skills."
"Exploring differentiated instruction techniques could better cater to the diverse learning needs within your classroom."
Areas for Improvement: Student Engagement & Interaction
"While students are generally engaged, consider incorporating more opportunities for collaborative learning to foster peer interaction and support."
"Providing more frequent opportunities for students to self-assess their learning could enhance their metacognitive skills."
Areas for Improvement: Assessment & Feedback
"While your assessments are effective, consider providing more specific and targeted feedback to help students understand their strengths and weaknesses."
"Exploring alternative assessment methods, such as projects or portfolios, could offer a more holistic view of student learning."
Conclusion
Writing effective teacher evaluations requires careful consideration, thoughtful planning, and a genuine commitment to supporting teacher growth. By using specific examples, focusing on observable behaviors, and providing actionable feedback, you can create evaluations that are both constructive and impactful. Remember, the goal is to foster professional development and enhance the quality of education for all students.
FAQs
1. Should I use specific examples in my evaluations? Yes, always use concrete examples to illustrate your points. Vague comments are unhelpful.
2. How can I balance positive and constructive feedback? Start with the positive aspects, then gently address areas for improvement, always offering solutions.
3. What if a teacher becomes defensive during the evaluation? Maintain a calm and professional demeanor. Focus on the observed behaviors and the impact they have on student learning.
4. How often should teacher evaluations be conducted? This varies by school district and organizational policy. Check your specific guidelines.
5. Where can I find more resources on effective teacher evaluation practices? Your school district or professional organizations will likely offer resources and training on this topic.
| teacher evaluation examples comments: 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 examples comments: 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 examples comments: 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 examples comments: 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 examples comments: 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 examples comments: OECD Reviews of Evaluation and Assessment in Education Teacher Evaluation in Chile 2013 Santiago Paulo, Benavides Francisco, Danielson Charlotte, Goe Laura, Nusche Deborah, 2013-11-08 This book provides, from an international perspective, an independent analysis of major issues facing teacher evaluation, current policy initiatives, and possible future approaches in Chile. |
| teacher evaluation examples comments: Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus, 2005-04-27 This book takes on a daunting task: How do writing teachers continue to work toward preparing students for academic and real-world communication situations, while faced with the increasing use of standardized high-stakes testing? Teachers need both the technical ability to deal with this reality and the ideological means to critique the information technologies and assessment methods that are transforming the writing classroom. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing serves this dual need by offering a theoretical framework, actual case studies, and practical methods for evaluating student writing. By examining issues in writing assessment--ranging from the development of electronic portfolios to the impact of state-wide, standards-based assessment methods on secondary and post-secondary courses--this book discovers four situated techniques of authentic assessment that are already in use at a number of locales throughout the United States. These techniques stress: *interacting with students as communicators using synchronous and asynchronous environments; *describing the processes and products of student learning rather than enumerating deficits; *situating pedagogy and evaluation within systems that incorporate rather than exclude local variables; and *distributing assessment among diverse audiences. By advocating for a flexible system of communication-based assessment in computer-mediated writing instruction, this book validates teachers' and students' experiences with writing and also acknowledges the real-world weight of the new writing components on the SAT and ACT, as well as on state-mandated standardized writing and proficiency exams. |
| teacher evaluation examples comments: 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 examples comments: Rethinking Teacher Supervision and Evaluation Kim Marshall, 2009-10-30 In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development. |
| teacher evaluation examples comments: OECD Reviews of Evaluation and Assessment in Education: Slovak Republic 2014 Shewbridge Claire, van Bruggen Johan, Nusche Deborah, Wright Paul, 2014-11-05 This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in the Slovak Republic. |
| teacher evaluation examples comments: OECD Reviews of Evaluation and Assessment in Education Synergies for Better Learning An International Perspective on Evaluation and Assessment OECD, 2013-04-11 This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education. |
| teacher evaluation examples comments: OECD Reviews of Evaluation and Assessment in Education: Netherlands 2014 Nusche Deborah, Braun Henry, Halász Gábor, Santiago Paulo, 2014-07-15 This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. |
| teacher evaluation examples comments: Writing Effective Report Card Comments Susan Shafer, 1997 At last, here is a practical book that gathers time-saving tips from teachers on writing effective report card comments. Packed with advice, this resource will help you collect assessment information easily and describe your students' performances clearly and constructively. You'll find handy lists of phrases that encourage children, words to avoid, and concise advice on how to prompt parents to support learning at home. Book jacket. |
| teacher evaluation examples comments: The Teaching Portfolio Peter Seldin, J. Elizabeth Miller, Clement A. Seldin, 2010-08-30 Praise for The Teaching Portfolio This new edition of a classic text has added invaluable, immediately useful material. It's a must-read for faculty, department chairs, and academic administrators. —Irene W. D. Hecht, director, Department Leadership Programs, American Council on Education This book offers a wealth of wisdom and materials. It contains essential knowledge, salient advice, and an immediately useful model for faculty engaged in promotion or tenure. —Raymond L. Calabrese, professor of educational administration, The Ohio State University The Teaching Portfolio provides the guidelines and models that faculty need to prepare quality portfolios, plus the standards and practices required to evaluate them. —Linda B. Nilson, director, Office of Teaching Effectiveness and Innovation, Clemson University Focused on reflection, sound assessment, and collaboration, this inspiring and practical book should be read by every graduate student, faculty member, and administrator. —John Zubizarreta, professor of English, Columbia College All the expanded and new sections of this book add real value, but administrators and review committees will clearly benefit from the new section on how to evaluate portfolios with a validated template. —Barbara Hornum, director, Center for Academic Excellence, Drexel University This book is practical, insightful, and immediately useful. It's an essential resource for faculty seeking promotion/tenure or who want to improve their teaching. —Michele Stocker-Barkley, faculty, Department of Psychology, Kishwaukee Community College The Teaching Portfolio has much to say to teachers of all ranks, disciplines, and institutions. It offers a rich compendium of practical guidelines, examples, and resources. —Mary Deane Sorcinelli, Associate Provost for Faculty Development, University of Massachusetts Amherst Teaching portfolios help our Board on Rank and Tenure really understand the quality and value of individual teaching contributions. —Martha L. Wharton, Assistant Vice President for Academic Affairs and Diversity, Loyola University, Maryland |
| teacher evaluation examples comments: Teaching and Learning Pragmatics Noriko Ishihara, Andrew D. Cohen, 2014-07-16 An understanding of sociocultural context is crucial in second language learning – yet developing this awareness often poses a real challenge to the typical language learner. This book is a practical language teachers’ guide that focuses on how to teach socially and culturally appropriate language for effective communication. Moving beyond a purely theoretical approach to pragmatics, the volume offers practical advice to teachers, with hands-on classroom tasks included in every chapter. Readers will be able to: · Identify possible causes of learner errors and choices in cross-cultural communication · Understand second language acquisition theories that support their classroom practices · Develop a pragmatics-focused instructional component, classroom-based assessments, and curricula · Help learners to become more strategic about their learning and performance of speech acts · Incorporate technology into their approach to teaching pragmatics This book aims to close the gap between what research in pragmatics has found and how language is generally taught today. It will be of interest to all language teachers, graduate students in language teaching and linguistics, teacher educators, and developers of materials for teaching language. |
| teacher evaluation examples comments: 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 examples comments: OECD Reviews of Evaluation and Assessment in Education: Bulgaria Guthrie Caitlyn, Norfolk-Beadle Annie, Perico E Santos Anna Vitoria, Henderson Kirsteen, Rawkins Christa, Fordham Elizabeth, Li Ruochen, 2022-03-29 Over the past three decades, Bulgaria has carried out important structural reforms which have helped the country reach higher levels of socio-economic development. However, long-standing social disparities and income inequalities remain and Bulgaria’s overall productivity gains have not fully translated into sustainable and inclusive growth. |
| teacher evaluation examples comments: 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 examples comments: 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 examples comments: Assessing Writing to Support Learning Sandra Murphy, Peggy O'Neill, 2022-11-08 In this book, authors Murphy and O’Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O’Neill’s new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education. |
| teacher evaluation examples comments: 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 examples comments: RTI for Diverse Learners Catherine Collier, 2010-03-22 Provides guidance for teaching culturally and linguistically diverse students within the response to intervention (RTI) framework through the use of two hundred instructional interventions. |
| teacher evaluation examples comments: An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms Sherri Quiñones, 1998 |
| teacher evaluation examples comments: Pacific CRYSTAL Centre for Science, Mathematics, and Technology Literacy: Lessons Learned Larry D. Yore, Eileen Van der Flier-Keller, David W. Blades, Timothy W. Pelton, David B. Zandvliet, 2011-10-25 The University of Victoria Pacific Centre for Scientific and Technological Literacy is one of five Centres for Research into Youth, Science Teaching and Learning (CRYSTAL) funded for 5 years (2005–2010) by the Natural Sciences and Engineering Research Council Canada (NSERC). Pacific CRYSTAL intended to promote scientific, mathematical, and technological literacy for responsible citizenship through research partnerships with university and educational communities. Pacific CRYSTAL’s functional structure consisted of 3 research and development nodes connected to a leadership and administrative node, which was charged with facilitating the activities of 19 projects and 42 principal investigators, partners, and research associates. Node 1, an incubation centre, involved extracurricular authentic science, mathematics, and technology experiences; Node 2, a classroom testing environment, field-tested instructional ideas and strategies to develop evidence-based practices; and Node 3, lighthouse schools, involved systemic change and leadership opportunities that adapted, demonstrated, and disseminated tested ideas, resources, and strategies to a much broader education community and attempted to influence public policy. This book provides descriptions of the target goals, research and development projects, and lessons learned. |
| teacher evaluation examples comments: Coaching & Mentoring First-year and Student Teachers India Podsen, Vicki Denmark, Vicki M. Denmark, 2006 First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company. |
| teacher evaluation examples comments: Evaluation and Testing in Nursing Education Marilyn H. Oermann, Kathleen B. Gaberson, 1998 The volumes in this popular series provide nurse educators with material to help them plan, conduct, and evaluate their instructional goals and accomplishments. The series addresses a broad spectrum of teaching situations, classroom settings, and clinical instruction-supervision. At some time or another all teachers are faced with the need to measure and evaluate learning in a course, workshop, continuing education program, or educational setting. This book is a complete and very practical guide to student evaluation. Readers will learn how to: apply the concepts of measurement, evaluation, and testing in nursing education; plan for classroom testing, create and administer tests, and analyze test results; and assess clinical competencies. |
| teacher evaluation examples comments: Impacts of Teacher Evaluation and Professional Development on Student Outcomes Edward Crowe, Rena F. Subotnik, 2012-07-01 This particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policymakers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy.We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilizes strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work. |
| teacher evaluation examples comments: Evaluating ALL Teachers of English Learners and Students With Disabilities Diane Staehr Fenner, Peter Kozik, Ayanna Cooper, 2015-03-04 Teacher evaluation can be a valuable tool for evaluators and teachers alike. But it should never be used in a one-size-fits-all manner, especially when evaluating all teachers who work with the nation’s growing numbers of English learners (ELs) and students with disabilities. Just as these diverse students’ needs require nuanced teaching methods, the evaluations of all teachers who work with these students require unique considerations. Such considerations are precisely what you’ll learn in this comprehensive, action-oriented book. Drawing on a focused array of authoritative research on supporting the success of ELs and students with disabilities, case studies, and action plans, the authors detail Four principles for inclusive teacher evaluation of diverse learners that are compatible with the Danielson and Marzano frameworks Sample specialized look-fors that evaluators can use and adapt to recognize effective teaching of ELs and students with disabilities Strategies for coaching teachers of ELs and students with disabilities who need more support reaching these learners Teaching ELs and students with disabilities can be one of the most challenging experiences in an educator’s career, and also one of the most rewarding if educators have the tools they need. With this book, the first of its kind, your school can become a leader in the field by taking part in conversations that center on equitable teaching of diverse learners as well as valid evaluation of those who serve them in classrooms. Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game to a collaborative and informative process that empowers teaching effectiveness and student learning. —Spencer Salend, Emeritus Professor of Educational Studies State University of New York at New Paltz In this book, the authors successfully outline an objective assessment framework that builds educators’ individual and collective capacity to improve their practice, not only with ELs but with all their students. A must-read for teachers and evaluators alike. —Rosa Aronson, Executive Director TESOL International Association |
| teacher evaluation examples comments: An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms, 1998 Sherri Quinones, Rita Kirshstein, 2000-07 This reports intended informal style & accompanying worksheets provide the basic principles of evaluation & are designed to help district & school personnel gain an overview of & ideas for evaluating local technology initiatives. Chapters: Overview; Why am I evaluating?; What is an evaluation?; Where do I start?; What questions should I ask?; What information do I need to collect?; What's the best way to collect my information?; What are my conclusions?; How do I communicate my results?; Where do I go from here?; additional sources; worksheets; & examples of technology surveys. |
| teacher evaluation examples comments: Professional Values and Practice James Arthur, Jon Davison, Malcolm Lewis, 2005-04-30 The professional code of the General Teaching Council lists eight new standards, each of them analysed here in detail using questions and activities to describe what trainee teachers need to know, understand and demonstrate as they work towards Qualified Teacher Status. Each of the eight standards cover the following issues: expectations, diversity and achievement personal and professional values values in the classroom values, rights and responsibilities in the wider community the community of the school professional relationships personal and professional development professional responsibility. This practical and jargon-free guide features an extensive range of examples and suggestions for further reading, designed to help those in their early professional development. |
| teacher evaluation examples comments: Making Progress in English Eve Bearne, 2006-09-07 This manual is designed to help teachers establish a principled framework for developing English at Key Stages 1 and 2. Covering all aspects of English, it will help teachers raise standards of achievement in pupils at all levels of fluency and confidence. The author uses case study material to relate theory to practice, covering issues such as classroom organization and management. She also provides guidance for planning and developing ideas with colleagues and with children, and offers suggestions for teaching strategies with photocopiable sheets and formats and ways to evaluate teaching. Separate sections deal with reading, writing, speaking and listening, and these different threads are drawn together in sections on knowledge about language - including spelling, grammar and punctuation - and study of texts - including media, poetry, drama, response to literature and the use of non-fiction texts. The final section deals with policy and schemes of work. Each chapter also offers information on: * assessment, recording and reporting, linked to scales of progression * frameworks for screening and supporting children who have difficulties with English * gender * working with parents * linguistic and cultural diversity Eve Bearne teaches at Homerton College, Cambridge. |
| teacher evaluation examples comments: Teacher Evaluation that Works!! William B. Ribas, 2005 Offers practical and effective methods for evaluating educators and provides districts with the tools to systematically and cost effectively assess and revise their supervision and evaluation programs. |
| teacher evaluation examples comments: Teaching Anatomy Lap Ki Chan, Wojciech Pawlina, 2020-11-20 The field of anatomy is dynamic and fertile. The rapid advances in technology in the past few years have produced exciting opportunities in the teaching of gross anatomy such as 3D printing, virtual reality, augmented reality, digital anatomy models, portable ultrasound, and more. Pedagogical innovations such as gamification and the flipped classroom, among others, have also been developed and implemented. As a result, preparing anatomy teachers in the use of these new teaching tools and methods is very timely. The main aim of the second edition of Teaching Anatomy – A Practical Guide is to offer gross anatomy teachers the most up-to-date advice and guidance for anatomy teaching, utilizing pedagogical and technological innovations at the forefront of anatomy education in the five years since the publication of the first edition. This edition is structured according to the teaching and learning situations that gross anatomy teachers will find themselves in: large group setting, small group setting, gross anatomy laboratory, writing examination questions, designing anatomy curriculum, using anatomy teaching tools, or building up their scholarship of teaching and learning. Fully revised and updated, including fifteen new chapters discussing the latest advances, this second edition is an excellent resource for all instructors in gross anatomy. |
| teacher evaluation examples comments: Teacher Evaluation in Music Cara Faith Bernard, Joseph Michael Abramo, 2019-01-04 Teacher Evaluation in Music: A Guide for Music Teachers in the U. S. aims to help music teachers navigate the controversial terrain of teacher evaluation. Rather than entering the debate on policy divorced from practice, this book is intended as a pragmatic approach to help music teachers to thrive within teacher evaluation systems and as a way to improve practice. Using Shulman's concept of content knowledge, general pedagogical knowledge, and pedagogical content knowledge, this book strives to help music teachers find a balance between advocating for themselves and their programs and for using teacher evaluation to improve their teaching. The book covers history of policy and law of teacher evaluation and the competing uses of teacher evaluation to rate teachers or as a professional development tool. The descriptions of policies, laws, and competing uses are approached in a way to help music teachers use teacher evaluation for their benefit to grow as professionals. This book has chapters devoted to giving detailed and specific strategies in key areas that research has suggested music teachers struggle to implement: questioning, literacy, differentiated instruction, and assessment. Complimenting these key areas are sample lesson plans which apply the strategies of questioning, differentiation, literacy, and assessment discussed in each chapter. These lessons serve as a resource and guide for teachers to develop their own lessons and improve their practice. The final chapter gives guidance on how music teachers may talk to administrators and evaluators to make teacher evaluation productive. Through these detailed descriptions of understanding teacher evaluation, talking to evaluators, and improving practice, music teachers may not just survive but thrive in these systems of accountability. |
| teacher evaluation examples comments: The Learning-to-write Process in Elementary Classrooms Suzanne Bratcher, 2012-07-26 This text models for teachers how to help children learn and write by establishing comfort with writing, building confidence, and developing competence. Several themes run through the learning-to-write-process presented in this text: * Writing is communication; * Writing is a powerful tool for learning; * How children feel about their writing and themselves as writers affects how they learn to write; * Teachers are coworkers with students; children from many backgrounds can learn to write together. The text sythesizes what we know about how children learn, how we write, and what we write into a process of teaching children to write. It is intended to serve as a starting place for developing theories of how to best teach writing. |
| teacher evaluation examples comments: 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 examples comments: 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 examples comments: Writing Lab Nancy Atlee, 2005 Educational title for gifted and advanced learners. |
| teacher evaluation examples comments: Curriculum Development and Design Murray Print, 2020-08-06 This book has been written to provide a current, practical, Australian-based approach to designing and developing curriculum. The demands of schools and educational systems today are such that teachers with practical curriculum skills are highly valued and this book provides a vital source for teachers who wish to build their skills in the field of curriculum design and development. The book addresses the needs of curriculum developers by examining the nature of the curriculum process and how it can be applied in schools. A particular strength is the way in which the chapters are structured around a model of curriculum development. As the model unfolds the reader is familiarised with the various elements of curriculum including situational analysis, intent, content, learning activities and evaluation. Teachers will appreciate the value of understanding these elements and in so doing will acquire valuable skills of curriculum design and development. A feature of this book is that it addresses the issues of curriculum implementation and curriculum change. To devise a curriculum document in these times is tough enough. Those who wish to see their curricula succeed must be involved with implementing that curriculum and the curriculum change that results. This important new book is particularly appropriate to classroom teachers, system developers and student teachers studying curriculum. |
| teacher evaluation examples comments: The Learning Rainforest: Great Teaching in Real Classrooms Tom Sherrington, 2017-10-23 The Learning Rainforest is an attempt to capture various different elements of our understanding and experience of teaching. It is a celebration of great teaching - the joy of it and the intellectual and personal rewards that teaching brings. It is aimed at teachers of all kinds; busy people working in complex environments with little time to spare. The core of the book is a guide to making teaching both effective and manageable; it provides an accessible summary of key contemporary evidence-based ideas about teaching and learning and the debates that all teachers should be engaging in. It's a book packed with strategies for making great teaching attainable in the context of real schools. The Learning Rainforest metaphor is an attempt to capture various different elements of our understanding and experience of teaching. Tom's ideas about what constitutes great teaching are drawn from his experiences as a teacher and a school leader over the last 30 years, alongside everything he has read and all the debates he's engaged with during that time. An underlying theme of this book is that a career in teaching is a process of continual personal development and professional learning as is engaging in fundamental debates rage on about the kind of education we value. As you meet each new class and move from school to school, your perspectives shift; your sense of what seems to work adjusts to each new context. In writing this book, Tom is trying to capture some of the journey he's been on. He has learned that it is ok to change your mind. More than that - sometimes it is simply necessary to get your head out of the sand, to change direction; to admit your mistakes. |
RESPONDING TO YOUR EVALUATION REPORT
May 9, 2018 · Obtain a copy of your final Teacher Evaluation Report. You should receive a draft at least 48 hours prior to the Summative Evaluation Meeting. At the meeting, you should have the opportunity to present additional evidence and discuss the comments and ratings before they are finalized. Evaluators frequently change ratings when presented
Practical Idea Guides for Evaluating Special Education …
The evaluation s ystem requires a r eview of t he special education teacher’s annual goals and professional growth plan as soon as the teacher completes a self-assessment, very early in t he school year. This discussion between teacher and evaluator is intended to serve as a pre-conference for the year-long evaluation process. This
Teacher Evaluation- Suggested Artifacts & Evidence - ASDN
Teacher Evaluation- Suggested Artifacts & Evidence Formatted: Domain 3 - Instruction Domain 4 - Personal and Professional Responsibilities ... Teachers uses of examples and metaphors that illustrate new learning; teacher connects with student knowledge, interests and culture ... Comments give students information needed to improve performance
Resident as Teacher: Giving and Receiving Feedback
A few of the student comments indicated that they particularly appreciated Dr. Lincolns attention to detailed feedback. However, most of the other comments indicated that they thought her attention to detail was harshly delivered in a condescending manner and that she offered no suggestions for improvement, just indicating what they did wrong.
Teacher Evaluation Process - National Council on Teacher …
Appendix C-Domains, Components and Elements of the Teaching Performance Evaluation 29 Appendix D-Examples of Evidence and Artifacts 30-32 ... classroom teacher evaluation instrument that includes quantitative data on student academic progress. Furthermore, the statute states that student academic progress shall account for 33 to 50 ...
Tips for Writing Narrative Feedback - George Washington …
Nov 23, 2020 · to students on the quantitative section of an evaluation form. To provide formative information to the learner. Gives the stakeholders evidence of the learners' performance. To check for bias. To aid in the writing of the MSPE (medical student performance evaluation- (AKA the Dean’s letter) for medical students.
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:
Educational Assistant Performance Evaluation 2019-2020
teacher. Supports supervising teacher by assisting physically and/or emotionally fragile students with needs including such areas as test administration, homework, class activities and personal hygiene. Highly exceeds expectations. Moderately exceeds expectations. Satisfactorily meets expectations. Working towards meeting expectations.
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 …
Evaluation TLE Observation & Evaluators Handbook Tulsa …
Evaluation System and its ability to positively impact student achievement across Oklahoma. Purpose of the Handbook. The handbook, the TLE teacher rubric, the observation and evaluation forms, the Growth and Reflection Form and the PDP form comprise the primary documents of the TLE observation and evaluation process.
STUDENT TEACHER/INTERN OBSERVATION/EVALUATION …
5. Teacher Candidate’s plans and practice reflect an accurate understanding of prerequisite knowledge and skills. InTASC: [#4]; DF: [1a] o 5-Distinguished: Plans show extensive understanding of prerequisite relationships among topics and concepts, anticipate misconceptions, use powerful analogies or examples, and break down central concepts or …
Examples of Academic Feedback - University of Aberdeen
Examples of Academic Feedback Here are some examples of tutors' comments on their students' writing. Click on the sentences ... Your reading is often your best writing teacher. 5. Your writing may be too colloquial (too casual). Make sure you are using formal language, and avoid colloquial phrases such as 'every coin has two
Teachers’ Competency Self-Evaluation Framework
schools must also be able to undertake a process of self-evaluation to enable them to find gaps in their own learning/functioning so that they can embark on the path of self-development and need-based capacity building. For this purpose, a Teachers’ Self …
FacultyPerformanceEvaluation(FPE)ExamplesbyCategory*
University*of*PittsburghSchool*of*Medicine*Office*of*Faculty*Affairs* www.medfaculty.pitt.edu* Samplecomments’arefor’illustrativepurposes’only.’
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 of professional educators. This goal serves to promote student growth and learning while also inspiring great teachers to remain in the classroom.
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 wonderful professor. She took the writing portion of this course as seriously as the literature she was having us read analyze, and made sure that each
TLE Observation and Evaluation Rubric Teachers
Tulsa Public Schools 2012-2013 5 TLE Teacher Evaluation and Observation Rubric Domain: Classroom Management Assessment PDimension: ractices Teacher acknowledges student progress and uses assessment practices that are fair and based on identified criteria. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior Assessment is
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 ...
Holy Family Academy Teacher Evaluation Form - NAPCIS
Teacher Evaluation - Holy Family Academy 2 • Adapts material to reach the level of all students _____ • Provides positive reinforcements
TEACHER EVALUATION - TNTP
A meaningful teacher evaluation system should reflect a set of core convictions about good instruction. Unfortunately, most evaluations communicate a devastating message—that all teachers are about the same, and ... along with real-life examples and potential pitfalls. annual process All teachers should be evaluated at least annually. clear ...
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
THE FRAMEWORK FOR TEACHING EVALUATION INSTRUMENT
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Summative_Evaluation_of_Student_Teacher_Candidates
EVALUATION/ RATING ADDITIONAL COMMENTS (OPTIONAL) 12. Implements effective discipline methods, attempts to help students become self-directed, and is consistent in carrying out classroom management procedures. ... Summative_Evaluation_of_Student_Teacher_Candidates Created Date:
Sample Staff Evaluation Form - childcareawareky.org
Sample Staff Evaluation Form This sample Staff Evaluation Form is a condensed version of the Early Childhood Professional Core Content Self-Assessment Form. This content is only based off a level one competency. To use this form, have your employee read each competency or skill and determine what their current
2013 Danielson Framework Evaluation Instrument (In-Depth …
The possible examples simply serve to illustrate what practice might look like in a range of settings. These enhancements to the Framework for Teaching, while created in response to the demands of the MET study, turned ... As the stakes in teacher evaluation become higher, this increased accuracy is absolutely essential.
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 …
Ohio Teacher Evaluation System Assessment of Teacher …
FINAL March 27, 2020 1 Ohio Teacher Evaluation System Assessment of Teacher Performance Teacher Performance Evaluation Rubric The Teacher Performance Evaluation Rubric is to be scored holistically.This means evaluators will assess which level provides the best overall description of the teacher. The rating process is to occur on completion of each 30-minute …
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
Teacher Evaluation Examples Comments (2024)
Teacher Evaluation Examples Comments Teacher Evaluation Examples: Comments That Count Are you struggling to write effective and insightful teacher evaluations? Do you want to provide feedback that truly supports teacher growth and improvement? Finding the right words to convey both strengths and areas for development can be challenging.
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 ...
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 ... thoughts, and comments regarding students’ educational needs. • The SLP maintains documentation of communication with parents, school personnel, and key stakeholders. ...
Teacher Performance Evaluation S - Virginia
The Teacher Performance Evaluation System is intended to support the continuous growth and development of each teacher by monitoring, analyzing, and applying pertinent evidence compiled within a system of meaningful feedback. They system uses uniform performance standards to collect and present data to document performance that is based on well ...
Teacher Evidence Sources - Wisconsin Department of Public …
- Teacher awareness of student conduct - Preventive action when needed by the teacher - Fairness - Absence of misbehavior - Reinforcement of positive behavior - Culturally responsive practices - Time on task, posting classroom rules, positive reinforcement - Absence of acrimony between teacher and students concerning behavior Observations
Example of Minimal Requirements for Teaching Assistant …
the TA.This evaluation should be discussed with the TA within 1-2 weeks of the performance evaluation. If the TA is given an unsatisfactory score, the issue must be addressed before the TA teaches the subsequent class. Any concerns regarding the performance review may be directed to the Department/School Chair/Director.
Rubric&for&Evaluating&North&Carolina&Teachers
Comments: Examples of Artifacts: # Lesson plans # Class rules and procedures # National Board Certification # Journals # Participation in the Teacher Working # Discipline Records # Student handbooks Condition Survey # _____ # Student work # …
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,
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.
NURS 253 PRECEPTOR FEEDBACK FINAL PRECEPTOR …
Evaluation). In Week 4 a discussion of student learning to date occurs; students who ‘Need Development’ or are ‘Unsatisfactory’ in Week 4, 11 or as required, receive written feedback using this form which is submitted to the Professor/Clinical Teacher.
Evaluating Teachers with Classroom Observations
1 Evaluating Teachers with Classroom Observations Lessons Learned in Four Districts Grover J. (Russ) Whitehurst, Matthew M. Chingos, and Katharine M. Lindquist
TEACHER EVALUATION - New York State Education …
TEACHER EVALUATION An evaluation of each instructor is to be done on a regular basis, both announced and unannounced, but no less than once a year. It is an opportunity for the director to become acquainted with the teacher’s instructional style and abilities. It may result in suggestions
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.
North Carolina Teacher Evaluation System Implementation …
Carolina Teacher Evaluation Process unless it develops an alternative evaluation that is properly validated and that includes standards and criteria similar to those in the North Carolina Professional Teaching Standards and North Carolina Teacher Evaluation Process. The Purposes of the Evaluation The teacher performance evaluation process will ...
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: Global perspectives and their …
of teacher evaluation and the resources available to implement it. 5 While teacher evaluation can serve summative and formative purposes, an effective teacher evaluation system will generate results that are used to support the professional development of teachers and, consequently, to improve student learning.
The written feedback mentors give to student teachers
cooperating teacher’s role, especially the written feedback they provide. Examples of written feedback (47 scripts) were supplied by second year BA(Ed) students after their 4-week school experience. The scripts were analysed to determine the features of students’ lessons that mentors in primary schools write about, the style of writing that
McREL’s Teacher Evaluation System - Cloudinary
McREL’s Teacher Evaluation System . Teachers Demonstrate Leadership . 1-a. Teachers lead in their classrooms. ... Artifacts/Examples d) Use of promethean/library visit (plans) ... Artifacts can be submitted throughout the evaluation process. Comments may be added by teacher or evaluator . Artifacts Artifact can be: -File -Note
MENTORING YOUR STUDENT TEACHER - University of …
Rev 2/16 5 ROLES: SUPERVISION v. EVALUATION The CT & US collaboratively supervise the ST’s development during student teaching, providing formative feedback during observations and conferences. The CT & US also collaboratively make a summative evaluation that the ST has successfully completed student teaching and recommend a pass or fail to the Director of Field …
North Carolina Teacher Evaluation - National Council on …
North Carolina Teacher Evaluation System Rubric for Evaluating North Carolina Teachers (REQUIRED) ... At the conclusion of each standard are further examples provided by the state that could also be used to inform performance ratings. This form should be used for the teacher self-assessment, classroom observation, & summary evaluation. ...
TEAM Teacher and Principal Evaluation Framework - Knox …
Principal Evaluation – Summary and Process 89-91 Forms & Rubrics – Principal Evaluation 92 Principal Evaluation Observation Form Tennessee Administrator Evaluation Rubric Overview Glossary of Terms 93-95. 9 6-10 107. 109. APPENDIX. 1. 11 Observation Guidance Documents TEAM Evaluation Timeline 20-21 TEAM Frequently Asked Questions on LOE ...
Handbook - Practicum Evaluation - KVCC Docs
In addition to marking the appropriate descriptors we value your comments and suggestions. You are our eyes and ears to hands on performance and we appreciate examples of the students’ skills. The students also respond well to the review portion of the evaluation when there are specific examples. 2.
