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Associate evaluation

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    Associate evaluation Associate evaluation Presentation Transcript

    • The Ideal Teacher The Ideal T • eacher ? Malesua da quis • Pisi. Do , egestas • nec ac s Puis ult api • ricies, m en. Porttitor etu , dolor m s a auris
    • Faculty Report on Candidate Teaching 1)Professionalism, Leadership, and Initiative in the School Culture 2)Pre-active teaching skill & professional knowledge 3)Post-active skills and ongoing professional development 4)Interactive skills, teaching practice, and commitment to student learning.
    • Is professional in manner and appearance. The candidate’s manner and appearance show respect for the culture of the school and classroom, and acceptance of the responsibilities of/to the profession.
    • Maintains a complete and functional plan book This will be discussed at a later time.
    • Initiates dialogue and responds earnestly to counselling The candidate contributes to a positive dialogue and accepts suggestions amiable and earnestly. When the candidate can offer an alternative viewpoint, this is done professionally.
    • The candidate shows initiative, creativity, and enthusiasm The candidate readily agrees to all teaching assignments; volunteers to help in a variety of additional extracurricular, school, and classroom-related tasks; and actively consults with colleagues. The candidate also willingly shares new ideas and materials and initiates discussion and solution-finding in the classroom and school.
    • The candidate is collaborative and involved positively and actively in the school culture The candidate approach to the duties and individuals in the school setting is mature, thoughtful, and acceptable. Established school policies and practices are noted and followed and interactions with others are appropriate to the setting. The candidate also shows and active interest in school/board workshops, professional literature, and other sources of professional growth, and participates within the school community as a helpful contributor.
    • Is reflective and proactive in addressing own professional growth The candidate is able realistically to assess his/her teaching performance and growth as a professional. Continuous, honest, and beneficial self-reflection is evident.
    • The candidate is punctual, dependable, and effective The candidate arrives at school sufficiently early each day and is punctual for all lessons, discussion, and meetings with others in the school. Reliability and dependability are also evident in the candidate’s approach to supervisory duties, marking of student assignments, returning of school materials, and other professional opportunities.
    • The candidate prepares and organizes the classroom and materials In addition to writing plans and updating the daybook, the candidate prepares the classroom materials before teaching and tidies up afterward. The organization is efficient, safe, and context appropriate and shows respect for the subject and the teaching & learning enterprise.
    • The candidate is knowledgeable about how students learn The candidate’s planning demonstrates knowledge about how students learn. The candidate incorporates course material, guidance, observations from the school, and professional readings. These are apparent in context- appropriate motivations, review without redundant repetition, and other planning functions
    • Clearly describes and organizes purposeful student learning experience Instructional plans are thoughtfully and effectively sequenced, from initial teacher behaviours, through presentation steps to application, assessment, and evaluation. Student learning experiences are purposeful and appropriate for the subject context.
    • Plans instructional approaches that are relevant, coherent, and systematic Instructional approaches thoughtfully address the subject and learning styles of the class.
    • Plans thoroughly, selecting a variety of resources and an appropriate lesson or unit model Planning is thorough, with carefully developed background preparation. Planning is appropriate for the context and shows comprehension of curriculum design precepts.
    • Sequences lessons and where appropriate links lessons to long-range plans. Daily lessons are meaningfully and effectively sequenced to achieve short-term and ultimately long- range expectations. The links are transparent and pedagogically sound.
    • Uses a variety of assessment tools, and aligns assessment and evaluation with expectations Evaluation methods are thoughtfully selected, authentic, and clearly aligned with stated expectations.
    • Tracks and efficiently records student achievement. The candidate assesses and evaluates the degree of student learning and keeps useful and organized records. Authentic assessment methods are applied regularly.
    • Appropriately assesses the learning environment and shows insight into individual learner’s The candidate is cognizant of the extent of effectiveness of teaching-learning events and the environment on student knowledge, skills, and values. With the limits of the teaching practicum, the candidate (a) shows sensitivity to the students’ special needs, (b) appropriately follows Individual Education Plans, and (c) tracks group and individual changes over time.
    • Identifies and correctly interprets provincial and school board expectations The candidate’s decision making for planning is based on a understanding of the subject discipline, the Ontario curriculum, and school board policies and documents.
    • Achieves expectations as described in plans It is evident that the expectations as described in plans are fulfilled. The teacher-learning program is successful
    • Next Session
    • The candidate maintains a safe learning environment The teaching-learning situation is physically and emotionally safe for students. The candidate shows a sensitivity to the needs and welfare of the class.
    • The candidate maintains a safe learning environment Arranges seating conducive to learning Classroom is overcrowded Students cannot see board Monitors temperature & lighting Disregards temperature & lighting extremes Students are always supervised Leaves students unattended
    • The candidate applies suitable varied, and bias free teaching & learning strategies Teaching and learning approaches are varied to heighten retention and motivation. These are suitable for the context and evidence respect for the subject and class.
    • The candidate applies suitable varied, and bias free teaching & learning strategies Sensitive to the diverse needs and interests of the students. Acknowledges and respects the diverse backgrounds of students and their families Bias towards a specific group (cultural, language, ethnic, or gender groups)
    • The candidate engages students in active experiential learning In groups, with the whole class, and in individual learning experiences, students are engaged. The candidate encourages, invites, and expects student participation, minds-on and hands-on.
    • The candidate engages students in active experiential learning Students are learning by doing Lessons are overly structured and permit little student input Teacher lectures to students Students are alert and on task Students exhibit boredom, off task
    • The candidate motivates and sustains class involvement The candidate arranges lessons or activities that maintain full student interest. This engagement may be intellectual or hands-on. It is sustained through the depth of student involvement, rather than the novelty of the situation.
    • The candidate motivates and sustains class involvement Captivating set/hook to engage students Assigns challenging work Work is repetitious and unchallenging Alerts non-performer Ignores non-performers
    • The candidate effectively uses voice & nonverbal communication There is a high degree of correspondence between nonverbal and verbal communication. The candidate’s gesture and gaze and control of voice volume, inflection, and rate contribute to the effectiveness of the presentations. Adjustments are made to suit the class and the occasion.
    • The candidate effectively uses voice & nonverbal communication Smiles, eye contact - body behaviour that shows interest and excitement Deadpan expression/lethargic posture or movement Expresses verbal enthusiasm Does not vary tone, intensity, volume or pace Speaks too softly - inaudible
    • The candidate uses oral and written language appropriately The candidate uses oral and How are written language appropriately you today? or needs to correct: Spelling [ ], Use of slang [ ], Handwriting [ ], Grammar and/or level of language [ ].
    • The candidate uses oral and written language appropriately Speaks and writes in a professional manner. What’s up Uses slang Homie! Uses vocabulary above the comprehension level of the students. Make frequent spelling and grammar errors. Illegible handwriting
    • The candidate generates enthusiasm, and respect for the subject and the teaching-learning enterprise The candidate’s demeanour, approach, and in-class strategies demonstrate interest in the lesson content and a positive view toward learning and schooling. The candidate conveys a genuine, positive feeling for students, the subject, and the process of teaching.
    • The candidate generates enthusiasm, and respect for the subject and the teaching-learning enterprise Uses positive, affirming language Uses negative, sarcastic language States positive expectations I know you can do this, but they are Makes negative comments about making me do it student ability
    • The candidate adapts instruction to meet the needs of learners The candidate reacts effectively to in-class situations requiring re-teaching, rephrasing, accelerating, etc., for the whole group and for individuals. The candidate is aware of subtle/ overt changes in student affect, and makes appropriate adjustments.
    • The candidate adapts instruction to meet the needs of learners Able to accommodate/modify lesson and create individualized learning opportunities Ignores unique learning abilities More that just Does not modify learning saying you will provide extra experiences for special needs attention students.
    • The candidate is responsive, clear, and consistent in instruction The candidate uses strategies that are appropriate for the age group, the subject content, and stated expectations. Communication and exchange/ discussion are effective. Learning proceeds.
    • The candidate is responsive, clear, and consistent in instruction Gives complete instructions States single questions States long/multiple questions Rambles, uses scrambled discourse Uses vague language
    • The candidate follows established class routines, adjusts as necessary, and demonstrates flexibility. The candidate effectively uses the routines that are in place in the class, but also shows flexibility when required.
    • The candidate follows established class routines, adjusts as necessary, and demonstrates flexibility. Creates routines that the enhance learning experience. Chaotic, unstable environment Quickly adapts to the situation Rigidly adheres to routine Val’s assignment will help examine these -clapping alert, morning board work
    • The candidate fosters decision- making, problem-solving, and inquiry The candidate fosters active learning in “minds-on” and “hands-on” situations that are appropriate for the context. Students respond with deepening intellectual curiosity, higher order thinking, and a growing metacognition regarding inquiry processes.
    • The candidate fosters decision- making, problem-solving, and inquiry Creates student-directed learning experiences Uses lecture format exclusively Creates hand-on / authentic learning experiences Rote learning is over-emphasized Questions require low level thinking.
    • The candidate poses appropriate questions, and responds effectively The candidate’s questions and their pacing move learning forward. The level and kind of questions asked are age and context appropriate. The candidate’s reactions to student replies show respect for learners and the subject. They are based on active listening and task commitment.
    • The candidate poses appropriate questions, and responds effectively The candidate’s questions are clear and appropriate for the grade level and subject. Questions are too vague, not age appropriate, and off topic. Differentiates between unison and individual questions. Allows individual students to call out answers Questions are followed by appropriate wait time
    • The candidate has good rapport The candidate treats students respectfully, uses positive reinforcement, and avoids sarcasm and threat. There is a positive classroom environment. The candidate relates well to all members of the class and is attuned to group and individual needs, interests, and strengths. In challenging situations, the candidate does not resort to sarcasm and threat either in voice or manner.
    • The candidate has good rapport Teacher treats all students fairly last page The teacher has favourite students Demeans students Uses sarcasm and threat either in voice or manner. Teacher knows the individual strengths & weaknesses, likes & dislikes of each fairly and equally student are not the same Ignores/avoids students
    • The candidate effectively and fairly applies management strategies A pro-active, fair, firm, and consistent stance is taken in maintaining appropriately high standards for student conduct. While teaching and supervising, the candidate is aware of the conduct and progress of students and takes steps positively and effectively to bring students back to their tasks. The candidate establishes a positive, comfortable relationship with individual students and with groups and the class.
    • The candidate effectively and fairly applies management strategies Specifies rules, reprimands rule infraction Does not specify when rule needed, fails to correct rule infraction Stops deviant behaviour Does not stop deviancy/deviancy increases Attends task and deviancy simultaneously Ignores deviancy, continues task / ignores task, engrosses in deviancy
    • The candidate employs a balance of student & teacher directed learning The candidate recognizes the place and value of student- initiated learning and the need for student ownership of the problem to solve. The candidate also can effectively direct learning and engineer a balance to move learning forward and maintain an atmosphere of positive and productive engagement.
    • The candidate employs a balance of student & teacher directed learning The candidate recognizes the place and value of student- initiated learning Teacher dominates speaking Student input is welcomed Does not respect student knowledge
    • The candidate paces lessons efficiently, manages effective transitions When instructing or organizing tasks, the candidate attends to time allotments in relation to the difficulty of the material, the cognitive ability of the students, and the motivation for learning inherent in the lesson. The pacing of presentations is appropriate, and transitions among lesson segments are smooth.
    • The candidate paces lessons efficiently, manages effective transitions Begins lesson promptly Delays lesson, students wait for instruction Instruction stays on task Lesson drifts off topic Lesson segments compliment each other, logical flow Lesson is disjointed Students are engaged for duration of lesson Students exhibit boredom
    • The candidate uses resources & teaching aids successfully The candidate effectively uses a variety of teaching aids and/or concrete materials and/or computer-assisted learning to motivate students and enhance concept development. These aids animate the presentations, and contribute to the achievement of expectations
    • The candidate uses resources & teaching aids successfully Materials are ready, smooth distribution Does not have materials/ disorganized Skilled in the use of resources/ technology Unfamiliar, awkward in the use of resources/technology Teaching aids simplify learning Teaching aids over-complicate learning