Teacher Evaluation Rubrics

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Teacher evaluation rubrics and explanation of important terminology in teaching

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Teacher Evaluation Rubrics

  1. 1.  FULL CONCENTRATION & FOCUS  ACTIVE INVOLVEMENT  MAKE NOTES  PARTICIPATION (PAIR/GROUP WORK)  SHARING (EXPERIENCES/IDEAS/SUGGESTIONS)
  2. 2. THE LYCEUM LGCS
  3. 3.  EACH TEACHER WILL HAVE 100 POINTS IN THEIR BAG TO START off WITH .  To qualify for the annual increment slab, a teacher must have 90 points in the bag at the end of academic session.  Teachers will be assessed in six domains throughout the year. (Appendix A) Quality based  +  Monthly Teacher Report (Appendix B) Punctuality & Time based  If a teacher fails to meet the minimum standard in any domain , points will be deducted accordingly.
  4. 4.  TEACHER EVALUATION RUBRIC  +  MONTHLY TEACHER REPORTS  =  FINAL APPRAISAL
  5. 5. APPENDIX B
  6. 6.  If a teacher fails to submit results on time ,2 points will be deducted from the total‟  100-2=98  If a teacher submits the planner after specified time,2 points will be deducted as well 100-2=98  If the same teacher fails to submit results and planner on time then 98-2=96  Teachers who reach the finish line (academic year) with max points will be eligible for increment
  7. 7.
  8. 8.  Planning and Preparation for Learning  Classroom Management  Delivery of Instruction  Monitoring, Assessment, and Follow-Up  Professional Responsibilities  Family and Community Outreach  Teacher rubric
  9. 9.  Highly Effective (HE)   Effective (E)  RED ZONES   -1 Improvement Necessary (IN)  -2 Does Not Meet Standards (NS) 
  10. 10.  The rubrics are designed to give teachers not only an end-of-the-year but also ongoing assessment of where they stand in all performance areas and detailed guidance on how to improve.  They are not checklists for classroom visits  Unannounced mini-observations every 2-3 weeks followed by face-to-face conversations are the best way for Branch Heads to have an accurate sense of teachers‟ performance, give ongoing praise and suggestions, and listen to concerns.
  11. 11.  The Effective level describes solid, expected professional performance; teachers should feel good about scoring at this level.   The Highly Effective level is reserved for truly outstanding teaching that meets very demanding criteria; there will be relatively few ratings at this level. (Extra mile )
  12. 12.  Improvement Necessary indicates that performance has real deficiencies; no teacher should be content to remain at this level.  Performance at the Does Not Meet Standards level is clearly unacceptable should lead to dismissal if it is not improved immediately.  
  13. 13.  Follows prescribed curriculum  • Uses available materials and resources & chooses activities appropriate for students  (web,worksheets,charts,presentations etc)  Chooses activities relevant to the prescribed curriculum and student abilities  Considers time available in planning, keeping in mind ample time for students‟ involvement and practice. ( Hands on learning)  Demonstrates flexibility in planning  Plans student grouping according to instructional needs .  Develops long-range plans and daily lessons 
  14. 14.  What is it?  To understand just go through this quotation  "Tell me, I'll forget. Show me, I'll remember. Involve me, I'll understand"  Hands-on learning is an educational method that directly involves the learner, by actively encouraging them to do something in order to learn about it.  In short, it is 'learning by doing„  CAN YOU THINK OF EXAMPLES?
  15. 15.  First and foremost, it is clear that there are certain situations in which hands-on learning is the only way to teach something.  For example, there is no use trying to teach a child to ride a bicycle in a traditional classroom - they need to get outside to try out a bike.  It gives ample time and opportunities to learn.  Furthermore, hands-on learning allows students to directly observe and understand what is happening.  This is a particularly successful way to teach kinesthetic learners, who learn best by example.  It also encourages young pupils to do things for themselves, which will help them with learning independently later on in life.
  16. 16.  Focuses student attention  Informs students of objectives of the lesson Relates the lesson to previous and future lessons  Presents new material clearly and logically  Models, demonstrates and provides examples  Monitors student learning continuously 
  17. 17.  Highly engaging homework?  What is your take on that?  Arguments against giving home work  „there is no point of setting homework for the sake of it‟,  „children need to have a childhood, why rob them of their evenings‟  „research shows that homework doesn‟t make much difference‟.  „I couldn‟t possibly cope with all the marking if I set homework every week‟ (teacher view)  „half the class won‟t do it anyway, so what‟s the point‟
  18. 18.  Bridging between teacher-led and student- led learning:  Extending learning time.  Creating Opportunities for Creativity and Choice.  Developing the skills required for independent learning
  19. 19.  there is always a „sake‟ because homework can and should always be an integral part of the learning process  the research doesn‟t really deal fully with the nature of homework being set; we are not just talking about any old task – we are talking about great homework that feeds into lessons and provides exciting opportunities for student-led learning and creativity
  20. 20.  • Provides feedback on assignments as quickly as possible .(Timely)  • Gives written and oral comments, as well as points with corrections.  • Makes opportunities for one-to-one conferences to discuss student progress   • Interprets test results to students and parents on time 
  21. 21.  What is meant by one to one conferences/meeting/feedback?  Advantages  Disadvantages
  22. 22.  ADVANTAGES  The student has the undivided attention of the teacher.   More opportunity to engage in real communication, more feedback and better understanding of the learner‟s needs.  The student has more opportunities to use the teacher as a resource – to ask questions, to see models of language, and to practise skills.  The learner can develop a real and productive relationship with the teacher  The learner‟s needs can be addressed more fully because there is more flexibility in timing and structure.  The teacher has a greater opportunity to engage in real interaction and to learn.
  23. 23.  Classes can be physically and mentally exhausting for learner and teacher.  The class may become boring if the teacher does not find new approaches or the learner does not respond to the class.  There are no opportunities to interact with other learners, develop a group dynamic and to receive support.  The learner and teacher may not get on  The teacher may feel pressurised to achieve results because of a greater degree of responsibility.  The teacher may find it difficult to find suitable materials and activities, and to structure an effective syllabus  The teacher may feel that they do not have the experience, training or resources necessary for this kind of class and that they are only effective working with large groups 
  24. 24.  With younger students, we can use a form A such as the "Stars and Stairs" shown in Figure 1 where the star is the success feedback and the stair is the intervention feedback.  This helps establish a forward-looking stance to corrective feedback: "What's my next step? What do I need to do to accomplish this learning?  STARS AND STAIRS
  25. 25.  With older students, we can use a similar frame with a section labelled.  Asking students to think about their work before receiving feedback scratches up the "soil" in the brain so the feedback seeds have a place to settle in and grow.  In addition, this offers guided practice for students in becoming competent self-assessors.  FIGURE 2
  26. 26.  Written feedback can be a powerful tool for helping students to move forward in their learning.  Do you remember ever getting an English paper with more red marks than your original writing? Did you feel that it was hopeless to try to write?  Written feedback has the advantage that the student can refer to it over and over again.  With oral feedback, the student may forget what was said.
  27. 27.  - WRITE your comments in eligible writing so that students can read them.  - Write your feedback in student understandable talk and don‟t forget to give corrections.  FOLLOW UP - Instead of telling , asking questions - Be positive or neutral, never negative!  - Be very concrete about what the student needs to do to improve  AND FOLLOW UP  Avoid “Write better”, “Enlarge ideas,” and “Be specific.”  -Review your written feedback notes for students to see if you need to do whole class, small group, pair or individual focused instruction.  - Allow an opportunity for the student to re-do the work. Student  learning is the REAL purpose.
  28. 28.  • Participates in professional workshops  • Attends professional meetings and gives useful suggestions.  • Keeps current in subject area  • Engages in continuing education  KEY to successful & Effective teaching  Observe  Imagine  Innovate 
  29. 29.  Adheres to authorized policies .  . Selects appropriate AND proper channels for resolving concerns/problems  Participates in the development and review of school policies and regulations.   • Strives to stay informed regarding policies and regulations applicable to his/her position  • Exercises responsibility for student management throughout the entire building .  • Uses discretion in handling confidential information 
  30. 30.  I will trust you until you give me reason to do otherwise.  I will respect you and work with you to solve problems.  I will promptly correct and offer feedback on your work.  I will work with you to meet learning goals.  I will offer extra help and alternative assessments should you require them.
  31. 31.  THANK YOU FOR YOU PATIENCE AND INVOLVEMENT  &  BEST OF LUCK

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