Teacher Evaluation  Develop a teacher evaluation checklist for the grade level and subject you researched in Week 3 that is either based on Table 9.1: Hunter’s Elements of Lesson Design or Table 9.2: Farrell’s Elements of Lesson Design. Have at least 2 evaluation points for each row on the table.  In addition to written notes, you must devise a rating scale (a number scale, unsatisfactory to exceptional, etc.) for each evaluation point on your checklist. You can use different scales for different points. Consider the points made from the two articles posted this week about implementing teacher evaluation.  Respond to at least one of your classmates. Identify at least 3 professional development opportunities to address teachers who need improvement based on their scores on their evaluations.  Explain how you will assign professional development in a fair and non-discriminatory way. Consider the points made from the two articles posted this week about implementing teacher evaluation and follow-up training. Peer Post TEACHER EVALUATION CHECKLIST Grade Level:  8th Subject:  Science CHECKLIST Element Evaluation Points Anticipatory set Teacher “hooks” virtually all students with a   probing question, activity or prompt. _____   Successful          _____ Unsuccessful Teacher explains the focus of the lesson (what   will be learned). _____   Successful          _____ Unsuccessful Teacher activates either prior knowledge,   experiences, readings, or vocabulary. _____   Successful          _____ Unsuccessful Objective and purpose Teacher states what (the objective/MCCRS) the   students will learn. Teacher states how (methods) the students will   learn. Teacher states why the students will learn the   objective (benefits/applicability).                          4                         3                        2                                       1 Highly Effective           Effective           Improvement Needed           Does Not Meet Standards Input Teacher explains to students what he/she   expect students to do. Teacher addresses the different learning by   through different forms such as lecture, handouts, explanation, modeling,   and/or examples. Teacher ignites thinking about real world   application. Teacher uses an essential question(s).                          4                         3                        2                                       1 Highly Effective           Effective           Improvement Needed           Does Not Meet Standards Modeling Teacher presents material clearly through the   use of graphics, demonstration, and/or effective examples. _____   Successful          _____ Unsuccessful Teacher models the skills of scientific   inquiry.                          4                         3                        2                                       1 Highly Effective           Effective           Improvement Needed           Does Not Meet ...

1. Teacher Evaluation
Develop a teacher evaluation checklist for the grade level and
subject you researched in Week 3 that is either based on Table
9.1: Hunter’s Elements of Lesson Design or Table 9.2: Farrell’s
Elements of Lesson Design.
Have at least 2 evaluation points for each row on the table.
In addition to written notes, you must devise a rating scale (a
number scale, unsatisfactory to exceptional, etc.) for each
evaluation point on your checklist. You can use different scales
for different points.
Consider the points made from the two articles posted this week
about implementing teacher evaluation.
Respond to at least one of your classmates.
Identify at least 3 professional development opportunities to
address teachers who need improvement based on their scores
on their evaluations.
Explain how you will assign professional development in a fair
and non-discriminatory way.
Consider the points made from the two articles posted this week
about implementing teacher evaluation and follow-up training.

2. Peer Post
TEACHER EVALUATION CHECKLIST
Grade Level:
8th
Subject:
Science
CHECKLIST
Element
Evaluation Points
Anticipatory set
Teacher “hooks” virtually all students with a probing question,
activity or prompt.
_____ Successful _____ Unsuccessful
Teacher explains the focus of the lesson (what will be
learned).

3. _____ Successful _____ Unsuccessful
Teacher activates either prior knowledge, experiences,
readings, or vocabulary.
_____ Successful _____ Unsuccessful
Objective and purpose
Teacher states what (the objective/MCCRS) the students will
learn.
Teacher states how (methods) the students will learn.
Teacher states why the students will learn the objective
(benefits/applicability).
4 3
2 1
Highly Effective Effective Improvement
Needed Does Not Meet Standards
Input
Teacher explains to students what he/she expect students to
do.
Teacher addresses the different learning by through different
forms such as lecture, handouts, explanation, modeling, and/or

4. examples.
Teacher ignites thinking about real world application.
Teacher uses an essential question(s).
4 3
2 1
Highly Effective Effective Improvement
Needed Does Not Meet Standards
Modeling
Teacher presents material clearly through the use of graphics,
demonstration, and/or effective examples.
_____ Successful _____ Unsuccessful
Teacher models the skills of scientific inquiry.
4 3
2 1
Highly Effective Effective Improvement
Needed Does Not Meet Standards
Checking for understanding
Teacher uses a variety of questioning strategies to gauge

5. students’ levels of understanding.
Teacher uses open-ended questioning.
Teacher provides opportunities for students to ask additional
questions (if needed).
4 3
2 1
Highly Effective Effective Improvement
Needed Does Not Meet Standards
Guided Practice
Teacher provides opportunities for students to practice new
concept(s).
Teacher provides guidance and assistance as needed while
students practice new concept(s).
Teacher asks open-ended questions to guide learning as
students are practicing new concept(s).
4 3
2 1
Highly Effective Effective Improvement
Needed Does Not Meet Standards
Independent Practice

6. Teacher assigns students independent practice.
Teacher provides activities for students to practice new
concept(s) through observation, data collection and reflection.
4 3
2 1
Highly Effective Effective Improvement
Needed Does Not Meet Standards
Professional Development Opportunities
Based on their scores on their evaluations, teachers will be
provided with professional development to address deficiencies.
Observations with a Mentor – Allow the teacher opportunities to
collaborate with a fellow teacher. This collaboration should
include time allotted for peer-to-peer classroom visits with time
set aside for feedback.
Provide opportunities for more support-based interventions such
as peer-modelling and coaching.
Assign Skills-Based Webinars – to provide access to content,
professional development, and professional learning
communities beyond the current school
Assign Professional Development that is unique to the needs of
the individual teacher.
If deficiencies are discovered in design of the lesson, provide
opportunities for the teacher to co-plan with a mentor teacher.

7. If deficiencies are discovered in the delivery of instruction,
provide time for the teacher to observe other teachers per form
well in this area.
Assigning Professional Development
In order to assign professional development in a fair and non-
discriminatory way, professional development should be
assigned based on individual need. Teacher should also be given
opportunities to reflect on their teaching practices in order to
assess their own level of need. Once the teacher has reflected on
teaching practices, they can participate in the selection process
of determining professional development to participate in.
Having the teacher to complete a needs survey based on their
teaching practice is another way to be fair and non-
discriminatory in assigning professional development.
Reference
Glatthorn, A. A. , Boschee, F., Whitehead, B. M. & Boschee, B.
F. (2019). Curriculum Leadership: Strategies for
Development and Implementation. (5th ed.). Sage.