Art and Science of Teaching Teacher Evaluation Model: Domain 3: Reflecting on Teaching

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Martin Bernard Lucas
6 years ago
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1 Art Science of Teaching Evaluating Personal Performance 50. Identifying Areas of Pedagogical Strength Weakness identifies on which to improve from Domain 1 (routine lesson segments, content lesson segments segments that are enacted on spot). identifies areas of strengths weaknesses within Domain 1 keeps track of ally identified focus areas for improvement within Domain 1 identifies keeps track of areas identified based on teacher interest within Domain 1 When asked, teacher can describe how areas for improvement are identified within Domain 1 Identifying Areas of Pedagogical Strength Weakness identifies on which to improve from routine lesson segments, content lesson segments segments that are enacted on spot identifies on which to improve but select that are most useful for his or her to but se iobservation registered trademark of Learning Sciences International Page 1

2 Art Science of Teaching 51. Evaluating Effectiveness of Individual Lessons Units how effective a lesson or unit of instruction was in terms of enhancing student identifies causes of success or difficulty. gars keeps records of his or her evaluations of individual lessons units When asked, teacher can explain strengths weaknesses of lessons units When asked, teacher can explain alignment of assessment tasks learning goals When asked, teacher can explain how assessment tasks help track student progress toward learning goals Evaluating Effectiveness of Individual Lessons Units The teacher how effective a lesson or unit was in terms of enhancing student identifies causes of success or difficulty uses this analysis when making instructional decisions how effective a lesson or unit was in terms of enhancing student but accurately identify causes of success or difficulty to but se iobservation registered trademark of Learning Sciences International Page 2

3 Art Science of Teaching 52. Evaluating Effectiveness of Specific Pedagogical Strategies Behaviors effectiveness of instructional techniques regarding of subgroups of students identifies reasons for discrepancies. gars keeps evidence of effects of classroom on categories of students (i.e., different socio-economic groups, different ethnic groups) provides a written analysis of causes of success or difficulty When asked, teacher can explain differential effects of classroom on categories of students Evaluating Effectiveness of Specific Pedagogical Strategies Behaviors The teacher effectiveness of regarding of subgroups of students identifies reasons for discrepancies effectiveness of regarding of subgroups of students but accurately identify reasons for discrepancies to but through with se iobservation registered trademark of Learning Sciences International Page 3

4 Art Science of Teaching Developing Implementing a Professional Growth Plan 53. Developing a Written Growth Development Plan develops a written growth plan with measureable goals, action steps, manageable timelines appropriate resources. constructs a growth plan that outlines measurable goals, action steps, manageable timelines appropriate resources When asked, teacher can describe growth plan using measurable goals, action steps, manageable timelines appropriate resources Developing a Written Growth Development Plan develops a written growth plan with clear measurable goals, actions steps, timelines resources develops a written growth plan but does not articulate clear measurable goals, action steps, timelines appropriate resources to but se iobservation registered trademark of Learning Sciences International Page 4

5 Art Science of Teaching 54. Monitoring Progress Relative to Professional Growth Development Plan charts his or her progress toward goals using established action plans, milestones timelines. constructs a plan that outlines a method for charting progress toward established goals supported by evidence (e.g., student data, student work, student interviews, peer, self observer feedback) When asked, teacher can describe progress toward meeting goals outlined in plan supported by evidence (e.g., student data, student work, student interviews, peer, self observer feedback) Monitoring Progress Relative to Professional Growth Development Plan charts his or her progress on growth plan using established milestones timelines makes modifications or adaptations as needed charts his or her progress on growth plan using established milestones timelines but make modifications or adaptations as needed to but se iobservation registered trademark of Learning Sciences International Page 5

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