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Teacher Evaluation Rubrics
The document outlines a teacher evaluation system used by The Lyceum LGCS. It describes how teachers will begin the academic year with 100 points and need 90 points to qualify for an annual increment. Teachers will be assessed in six domains throughout the year using rubrics. Monthly reports will track punctuality and time-based metrics. Points will be deducted for failures to meet standards or deadlines. The rubrics rate teachers as highly effective, effective, in need of improvement, or not meeting standards to provide ongoing feedback for improvement.
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Teacher Evaluation Rubrics
- 2. FULL CONCENTRATION& FOCUS ACTIVE INVOLVEMENT MAKE NOTES PARTICIPATION (PAIR/GROUP WORK) SHARING (EXPERIENCES/IDEAS/SUGGESTIONS)
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- 4. EACH TEACHERWILL 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.
- 5. TEACHER EVALUATIONRUBRIC + MONTHLY TEACHER REPORTS = FINAL APPRAISAL
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- 7. If ateacher 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
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- 9. Planning andPreparation for Learning Classroom Management Delivery of Instruction Monitoring, Assessment, and Follow-Up Professional Responsibilities Family and Community Outreach Teacher rubric
- 10. Highly Effective(HE) Effective (E) RED ZONES -1 Improvement Necessary (IN) -2 Does Not Meet Standards (NS)
- 11. The rubricsare 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.
- 12. The Effectivelevel 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 )
- 13. Improvement Necessaryindicates 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.
- 15. Follows prescribedcurriculum • 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
- 16. What isit? 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?
- 17. First andforemost, 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.
- 18. Focuses studentattention 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
- 19. Highly engaginghomework? 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‟
- 20. Bridging betweenteacher-led and student- led learning: Extending learning time. Creating Opportunities for Creativity and Choice. Developing the skills required for independent learning
- 21. there isalways 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
- 22. • Providesfeedback 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
- 23. What ismeant by one to one conferences/meeting/feedback? Advantages Disadvantages
- 24. ADVANTAGES Thestudent 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.
- 25. Classes canbe 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
- 26. With youngerstudents, 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
- 27. With olderstudents, 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
- 28. Written feedbackcan 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.
- 29. - WRITE yourcomments 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.
- 30. • Participatesin 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
- 31. Adheres toauthorized 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
- 32. I willtrust 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.
- 33. THANK YOUFOR YOU PATIENCE AND INVOLVEMENT & BEST OF LUCK