0
The Ideal Teacher
?
The Ideal Teacher• Malesuada quis, egestas• Pisi. Donec ac sapien.• Puis ultricies, metus a• Porttitor...
Faculty Report on
Candidate Teaching
1)Professionalism, Leadership, and
Initiative in the School Culture
2)Pre-active teac...
Is professional in manner and
appearance.
The candidate’s manner and
appearance show respect for the
culture of the school...
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
sugg...
The candidate shows initiative,
creativity, and enthusiasm
The candidate readily agrees to
all teaching assignments;
volun...
The candidate is collaborative and
involved positively and actively in
the school culture
The candidate approach to the du...
Is reflective and proactive in
addressing own professional growth
The candidate is able realistically to
assess his/her tea...
The candidate is punctual,
dependable, and effective
The candidate arrives at school
sufficiently early each day and is
pun...
The candidate prepares and
organizes the classroom
and materials
In addition to writing plans and
updating the daybook, th...
The candidate is knowledgeable
about how students learn
The candidate’s planning
demonstrates knowledge about how
students...
Clearly describes and organizes
purposeful student learning
experience
Instructional plans are thoughtfully
and effectivel...
Plans instructional approaches
that are relevant, coherent, and
systematic
Instructional approaches
thoughtfully address t...
Plans thoroughly, selecting a
variety of resources and an
appropriate lesson or unit model
Planning is thorough, with care...
Sequences lessons and where
appropriate links lessons to
long-range plans.
Daily lessons are meaningfully and
effectively ...
Uses a variety of assessment
tools, and aligns assessment and
evaluation with expectations
Evaluation methods are thoughtf...
Tracks and efficiently records
student achievement.
The candidate assesses and
evaluates the degree of student
learning and...
Appropriately assesses the
learning environment and shows
insight into individual learner’s
The candidate is cognizant of ...
Identifies and correctly interprets
provincial and school board
expectations
The candidate’s decision making for
planning i...
Achieves expectations as described
in plans
It is evident that the expectations as
described in plans are fulfilled. The
te...
Next Session
The candidate maintains a safe
learning environment
The teaching-learning situation
is physically and emotionally
safe for...
The candidate maintains a safe
learning environment
Arranges seating conducive to
learning
Classroom is overcrowded
Studen...
The candidate applies suitable
varied, and bias free teaching &
learning strategies
Teaching and learning
approaches are v...
The candidate applies suitable
varied, and bias free teaching &
learning strategies
Sensitive to the diverse needs
and int...
The candidate engages students
in active experiential learning
In groups, with the whole class,
and in individual learning...
The candidate engages students
in active experiential learning
Students are learning by doing
Lessons are overly structure...
The candidate motivates and
sustains class involvement
The candidate arranges lessons
or activities that maintain full
stu...
The candidate motivates and
sustains class involvement
Captivating set/hook to engage
students
Assigns challenging work
Wo...
The candidate effectively uses
voice & nonverbal communication
There is a high degree of
correspondence between
nonverbal ...
The candidate effectively uses
voice & nonverbal communication
Smiles, eye contact - body
behaviour that shows interest
an...
The candidate uses oral and
written language appropriately
The candidate uses oral and
written language appropriately
or n...
The candidate uses oral and
written language appropriately
Speaks and writes in a
professional manner.
Uses slang
Uses voc...
The candidate generates enthusiasm,
and respect for the subject and the
teaching-learning enterprise
The candidate’s demea...
The candidate generates enthusiasm,
and respect for the subject and the
teaching-learning enterprise
Uses positive, affirmi...
The candidate adapts instruction
to meet the needs of learners
The candidate reacts effectively
to in-class situations req...
The candidate adapts instruction
to meet the needs of learners
Able to accommodate/modify
lesson and create individualized...
The candidate is responsive, clear,
and consistent in instruction
The candidate uses strategies
that are appropriate for t...
The candidate is responsive, clear,
and consistent in instruction
Gives complete instructions
States single questions
Stat...
The candidate follows established
class routines, adjusts as necessary,
and demonstrates flexibility.
The candidate effecti...
The candidate follows established
class routines, adjusts as necessary,
and demonstrates flexibility.
Creates routines that...
The candidate fosters decision-
making, problem-solving, and inquiry
The candidate fosters active
learning in “minds-on” a...
The candidate fosters decision-
making, problem-solving, and inquiry
Creates student-directed learning
experiences
Uses le...
The candidate poses appropriate
questions, and responds effectively
The candidate’s questions and
their pacing move learni...
The candidate poses appropriate
questions, and responds effectively
The candidate’s questions are
clear and appropriate fo...
The candidate has good rapport
The candidate treats students
respectfully, uses positive
reinforcement, and avoids sarcasm...
The candidate has good rapport
Teacher treats all students fairly
The teacher has favourite students
Demeans students
Uses...
The candidate effectively and fairly
applies management strategies
A pro-active, fair, firm, and
consistent stance is taken...
The candidate effectively and fairly
applies management strategies
Specifies rules, reprimands rule
infraction
Does not spe...
The candidate employs a balance of
student & teacher directed learning
The candidate recognizes the
place and value of stu...
The candidate employs a balance of
student & teacher directed learning
The candidate recognizes the
place and value of stu...
The candidate paces lessons efficiently,
manages effective transitions
When instructing or organizing
tasks, the candidate ...
The candidate paces lessons efficiently,
manages effective transitions
Begins lesson promptly
Delays lesson, students wait ...
The candidate uses resources &
teaching aids successfully
The candidate effectively uses a
variety of teaching aids and/or...
The candidate uses resources &
teaching aids successfully
Materials are ready, smooth
distribution
Does not have materials...
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Associate evaluation

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Transcript of "Associate evaluation"

  1. 1. The Ideal Teacher ? The Ideal Teacher• Malesuada quis, egestas• Pisi. Donec ac sapien.• Puis ultricies, metus a• Porttitor, dolor mauris
  2. 2. 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.
  3. 3. 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.
  4. 4. Maintains a complete and functional plan book This will be discussed at a later time.
  5. 5. 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.
  6. 6. 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.
  7. 7. 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.
  8. 8. 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.
  9. 9. 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.
  10. 10. 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.
  11. 11. 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
  12. 12. 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.
  13. 13. Plans instructional approaches that are relevant, coherent, and systematic Instructional approaches thoughtfully address the subject and learning styles of the class.
  14. 14. 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.
  15. 15. 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.
  16. 16. 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.
  17. 17. 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.
  18. 18. 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.
  19. 19. 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.
  20. 20. Achieves expectations as described in plans It is evident that the expectations as described in plans are fulfilled. The teacher-learning program is successful
  21. 21. Next Session
  22. 22. 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.
  23. 23. 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
  24. 24. 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.
  25. 25. 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)
  26. 26. 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.
  27. 27. 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
  28. 28. 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.
  29. 29. 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
  30. 30. 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.
  31. 31. 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
  32. 32. The candidate uses oral and written language appropriately The candidate uses oral and written language appropriately or needs to correct: Spelling [ ], Use of slang [ ], Handwriting [ ], Grammar and/or level of language [ ]. How are you today?
  33. 33. The candidate uses oral and written language appropriately Speaks and writes in a professional manner. Uses slang Uses vocabulary above the comprehension level of the students. Make frequent spelling and grammar errors. Illegible handwriting What’s up Homie!
  34. 34. 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.
  35. 35. 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 Makes negative comments about student ability I know you can do this, but they are making me do it
  36. 36. 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.
  37. 37. The candidate adapts instruction to meet the needs of learners Able to accommodate/modify lesson and create individualized learning opportunities Ignores unique learning abilities Does not modify learning experiences for special needs students. More that just saying you will provide extra attention
  38. 38. 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.
  39. 39. 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
  40. 40. 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.
  41. 41. 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
  42. 42. 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.
  43. 43. 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.
  44. 44. 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.
  45. 45. 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
  46. 46. 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.
  47. 47. The candidate has good rapport Teacher treats all students fairly 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 student Ignores/avoids students fairly and equally are not the same last page
  48. 48. 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.
  49. 49. 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
  50. 50. 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.
  51. 51. 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
  52. 52. 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.
  53. 53. 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
  54. 54. 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
  55. 55. 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
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