FACILITATORSPPTFORTESSTRAINING

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Teacher Excellence
and Support System
TESS
Eliminating Bias
“Evidence-based Evaluations
Stereotyping
Bias can affect evaluations IF evaluators fail to recognize and respond to
their own personal stereotyping tendencies and are not required to provide
real evidence.
For example:
O If an evaluator tends to stereotype young
workers as lazy, he may be more likely to give
these youthful employees negative evaluations,
regardless of their actual level of
industriousness.
O If an evaluator considers technology skills to be
extremely valuable, or impressive, he may be
more likely to give a higher overall evaluation to
those who are most proficient in that area.
Halo Effect
The halo effect refers to a person's tendency to
allow his initial impression of a person to color
his future interactions with this individual. The
first impression that a person receives is often
the longest-lasting . When this effect is in play, it
can be challenging for workers to modify the
ways the evaluator perceives them after this
most important first impression. Fortunately,
evidence-based evaluation systems do not rely
on impressions!
Similar-to-Me Errors
Sometimes, evaluators are tempted to
rate individuals to whom they feel
similar more highly than those from
whom they feel different. (teachers from
the evaluator’s own subject area).
Bias, Interpretation, or Evidence?
1.___The teacher had groups in tables facing
each other and it made the room so noisy.
Straight rows is a better arrangement for this
type of activity
2.___The students were seated in rows and the
first person got all supplies for their row and
took up papers.
3.___The teacher greeted everyone at the door
by name as they entered, but the students didn’t
seem to care about that at all.
4.___The teacher was dressed too casually to be
taken seriously.
5.___Teacher teased the students too much.
Planning and
Preparation
Domain 1
Six Components of Planning
O Knowing your content and pedagogy
O Knowing your students
O Knowing what materials are available
O Setting instructional outcomes
O Designing instruction purposefully
O Designing assessments purposefully
Teachers who “KNOW” their
content…
O Understand the way their discipline is
structured
O Is highly aware of pre-requisite
relationships
O Understands pedagogy related to
his/her content
Knowledge of Students
Means…
O Awareness of skill levels of students
O Awareness of how particular students
learn best
O Understanding of students’ culture and
interests
O Understanding of child development
Resource Knowledge Means…
O The teacher chooses materials that
are appropriately challenging
O Materials uses match instructional
outcomes
O The teacher has access to materials
that increase his/her professional
learning
Setting Instructional
Outcomes Includes…
O Balancing knowledge, conceptual
understanding, and critical thinking
O Making the learning objectives clear to
students
O Consideration of appropriateness of
the learning
Designing Instruction
Includes…
O Purposeful planning for student
engagement
O Planning for grouping situations that
support the learning
O Clear lesson and unit sequencing
Assessment Design…
O Learning expectations are clear
O The teacher checks for understanding
throughout instruction
O Knowledge of how well students are
understanding the concept/skill
guides planning for the future
Classroom
Environment
Domain 2
Five Components of
Environment
O Creating Respect and Rapport
O Culture for Learning
O Managing Procedures
O Managing Behavior
O Physical Space
In a Respectful Environment…
1. The teacher’s interactions with
students are positive and appropriate
2. The students show respect to the
teacher
3. The student to student interaction is
positive
To Establish a Culture for
Learning…
1. The teacher makes the importance of
the content clear to the students
2. The teacher has obvious expectations
for learning and achievement—
classroom is business-like
3. Students have pride in their work
For Effective Classroom
Procedural Management…
1. Instructional groups are handled well
2. Transitions between activities are
smooth and fairly quick
3. Materials and supplies are easily
accessed
4. Non-instructional duties don’t interfere
* Supervision of paraprofessionals
In Effective Management of
Student Behaviors…
1. The teacher makes the expectations
clear
2. The teacher monitors the classroom
3. The teacher responds appropriately
when misbehaviors occur
Layers of Environment
Behavior
Procedures
Learning is THE
Priority
Respect
Instruction
Domain 3
Five Components of
Instruction
O Communicating with Students
O Using Questioning and Discussion
Techniques
O Engaging Students in Learning
O Using Assessment in Instruction
O Demonstrating Flexibility and
Responsiveness
Good Teacher Communication:
1. Sets the expectations for learning
2. Gives clear and thorough directions
3. Explains the content skillfully
4. Involves excellent written and oral language
skills
Questioning and Discussion
Involves…
1. High quality questions
2. High levels of participation in responding to
3.
4.
5.
6.
questions
Appropriate wait time when questioning
Cueing and prompting, as opposed to
supplying the answers
Use of effective discussion techniques
Student to student talk, as well as whole class
discussions
Student Engagement is
indicated by…
1. Student enthusiasm for the work (variety and
2.
3.
4.
5.
choice)
Activities and assignments that are relevant
and worth doing
Variety in class structure (whole group, small,
individual)
Variety of materials and resources
Appropriate structure and pacing of the lesson
To Use Assessment in
Instruction…
1. The criteria for evaluation must be clear to
the students
2. Teachers must be constantly monitoring
student learning
3. Feedback is given frequently
4. Students self-assess frequently, as well
Components of Instruction
Questioning and
Discussion
Communication
Assessment
Engagement
Professional
Responsibilities
Domain 4
Components of Professional
Responsibilities
O Reflection
O Maintaining accurate records
O Communication with families
O Participation in professional community
O Professional growth and development
O Showing professionalism
Reflection Should…
O Be accurate (correspond to what
would be given externally and specific
examples from the lesson can be
given to support)
O Be used in future teaching—
adjustments in practices are made
Record Maintenance
Includes…
O Routines and systems that track
completion of work
O Information systems regarding
student progress
O Processes for keeping noninstructional information
Communication with Families
should …
O Focus on the instructional program and
student progress
O Be frequent
O Address individual students progress
O Provide opportunity for family
engagement in the learning process
Participation in a Professional
Learning Community
Includes…
a professional relationship with colleagues
that includes sharing and planning
O Being an active member of a “learning”
community
O Providing service to the school beyond the
classroom
O School and district projects
O
Professional Growth…
O Enhancing content knowledge and
pedagogy
O Receptivity to feedback from colleagues
O Service to the profession
Professional Behavior
O Ethical conduct
O Service to students “putting students first”
O Advocacy
O Sound decision making
O Compliance with district regulations
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