Discussion question (please respond to both post)


 

Teacher Evaluation 

  • Develop a preceptor evaluation checklist for the space flatten and theme you researched in Week 3 that is either established on Consideration 9.1: Hunter’s Elements of Information Scheme or Consideration 9.2: Farrell’s Elements of Information Design.
    • Have at lowest 2 evaluation aims for each row on the consideration. 
    • In importation to written notes, you must direct a rating flake (a compute flake, unsatisfactory to abnormal, etc.) for each evaluation aim on your checklist. You can use unanalogous flakes for unanalogous aims.
    • Consider the aims made from the two profession posted this week encircling implementing preceptor evaluation. 
  • Respond to at lowest one of your classmates.
    • Identify at lowest 3 administrative product opportunities to address teachers who want increase established on their scores on their evaluations. 
    • Explain how you procure appoint administrative product in a unspotted and non-discriminatory way.
    • Consider the aims made from the two profession posted this week encircling implementing preceptor evaluation and follow-up inoculation.

Peer Post

 

TEACHER EVALUATION CHECKLIST

Grade Level:  8th

Subject:  Science

CHECKLIST

Element

Evaluation Points

Anticipatory set

  • Teacher “hooks” virtually all students after a occasion a   sharp topic, disembodiment or brisk.

_____   Successful          _____ Unsuccessful

  • Teacher explains the nucleus of the information (what   procure be knowing).

_____   Successful          _____ Unsuccessful

  • Teacher activates either earlier familiarity,   experiences, readings, or wordbook.

_____   Successful          _____ Unsuccessful

Objective and purpose

  • Teacher states what (the extrinsic/MCCRS) the   students procure attain.
  • Teacher states how (methods) the students procure   attain.
  • Teacher states why the students procure attain the   extrinsic (benefits/applicability).

                         4                         3                        2                                       1

Highly Effective           Effective           Increase Needed           Does Not Meet Standards

Input

  • Teacher explains to students what he/she   anticipate students to do.
  • Teacher addresses the unanalogous attaining by   through unanalogous forms such as Nursing Dissertation, handouts, description, modeling,   and/or examples.
  • Teacher ignites thinking encircling genuine universe   application.
  • Teacher uses an promotive topic(s).

                         4                         3                        2                                       1

Highly Effective           Effective           Increase Needed           Does Not Meet Standards

Modeling

  • Teacher presents representative explicitly through the   use of graphics, semblance, and/or potent examples.

_____   Successful          _____ Unsuccessful

  • Teacher models the skills of or-laws   exploration.

                         4                         3                        2                                       1

Highly Effective           Effective           Increase Needed           Does Not Meet Standards

Checking for intellect

  • Teacher uses a abnormity of topicing   strategies to probe students’ flattens of intellect.
  • Teacher uses open-ended topicing.
  • Teacher arranges opportunities for students to   ask importational topics (if wanted).

                         4                         3                        2                                       1

Highly Effective           Effective           Increase Needed           Does Not Meet Standards

Guided Practice

  • Teacher arranges opportunities for students to   habit new concept(s).
  • Teacher arranges direction and countenance as   wanted occasion students habit new concept(s).
  • Teacher asks open-ended topics to regulate   attaining as students are practicing new concept(s).

                         4                         3                        2                                       1

Highly Effective           Effective           Increase Needed           Does Not Meet Standards

Independent Practice

  • Teacher appoints students defiant habit.
  • Teacher arranges activities for students to   habit new concept(s) through remark, basis assemblage and meditation.

                         4                         3                        2                                       1

Highly Effective           Effective           Increase Needed           Does Not Meet Standards

Professional Product Opportunities

Based on their scores on their evaluations, preceptors procure be granted after a occasion administrative product to address deficiencies.

  1. Observations after a occasion a Mentor – Allow the preceptor opportunities to collaborate after a occasion a friend preceptor. This collaboration should apprehend season allotted for peer-to-peer classroom visits after a occasion season set aside for feedback.
  2. Provide opportunities for past support-established interventions such as peer-modelling and coaching.
  3. Assign Skills-Based Webinars – to arrange appropinquation to satisfied, administrative product, and administrative attaining communities over the present school
  4. Assign Administrative Product that is sole to the wants of the specific preceptor.
  5. If deficiencies are discovered in scheme of the information, arrange opportunities for the preceptor to co-plan after a occasion a mentor preceptor.
  6. If deficiencies are discovered in the donation of advice, arrange season for the preceptor to note other preceptors achieve well-mannered-mannered in this area.

Assigning Administrative Development

In regulate to appoint administrative product in a unspotted and non-discriminatory way, administrative product should be appointed established on specific want. Preceptor should to-boot be ardent opportunities to heed on their instruction habits in regulate to assess their own flatten of want. Once the preceptor has heeded on instruction habits, they can have-a-share in the election manner of determining administrative product to have-a-share in. Having the preceptor to entire a wants scrutinize established on their instruction habit is another way to be unspotted and non-discriminatory in appointing administrative product.

 Reference

Glatthorn, A. A. , Boschee, F., Whitehead, B. M. & Boschee, B. F. (2019). Curriculum Leadership: Strategies for

       Product and Implementation. (5th ed.). Sage.