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Evaluation Checklist For Teachers Essay

Classroom Instructor Observation Protocol http://turlockusd-ca.schoolloop.com/siop

California's Turlock Unified School District leverages the Sheltered Instruction Observation Protocol (SIOP) as the basis of its observation protocol. Specifically, this school system has different SIOP site plan protocols for its K-6 schools, 7-8 middle schools, and 9-12 high schools. Observation protocols mandate an instructional visitation that is comprised of a pair of classroom observations and a debriefing period from an instruction coach trained in SIOP methods. For the K-6 schools, a site administrator will ensure that a minimum of 10 walkthroughs are completed per week. Teachers will experience one walkthrough each month in an attempt to identify data trends and their implementation of these data-based practices into their pedagogy.

http://www.scps.k12.fl.us/employees/TeacherEvaluationFeedback.aspx

Florida's Seminole County Public School system does walkthroughs via iObservation, which is an internet-based evaluation program and forms. The goal of the electronic access to this information is to get feedback to teachers more celeritously, and to foster increased communication between educators and administrators. The Marzano Teacher Evaluation Learning Map is the basis for the walkthroughs, and is primarily distinguished into four different categories. The first domain is classroom strategies, the second is planning and preparation, the third is teaching reflection, and the fourth is collegiality and professionalism. There are specific design questions for each of these domains. Additionally, these domains cover specific points of information for which teachers are held accountable. This map provides an objective basis for the walkthroughs and enables pedagogues to prepare for them.

http://www.nctq.org/docs/97-07_6674.pdf

This website provides information about, and includes, the Saint Louis Public Schools Teacher Observation Instrument. This instrument is referred to as a Performance-Based...

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The four principle areas of evaluation include planning and preparation, classroom environment, instruction and professional responsibility. This form enables administrators to provide evidence of different facets of either satisfying or neglecting the various content pertaining to the aforementioned four areas. There are approximately 10 different protocols for each of the four standards. That related to professional responsibility give teachers a space for reflecting on the lesson and indicating in which areas they were either successful or unsuccessful. The completion of this entire packet of forms is then followed by a conference in which administrators share the results with instructors http://sc.caldwellschools.com/education/components/scrapbook/default.php?sectiondetailid=55600
Caldwell County Schools in North Carolina has this web site to provide information about its Sheltered Instruction Observation Protocol. This particular protocol is deployed for students with limited proficiency in the English language. It consists of eight different sections including lesson preparation, building background, strategies, comprehensible input, interaction, practice and application, lesson delivery, and review and assessment. Instructors can visit this website to watch videos about the different expectations that are a part of the aforementioned categories. Part of the emphasis on these different categories pertains to defining lessons and the various terms of instructions for the students in a codified manner that helps the students learn.

http://www.cherrycreekschools.org/HumanResources/Employees/Documents/Teacher%20Evaluation%20Forms/4170%20Teacher%20Evaluation%20Policy%20and%20Forms.pdf

This site provides evaluation information for the Cherry Creek School District in Colorado. The evaluation process for the teachers in this district is stratified into three -- a general evaluation, a remediation process for those teachers that have had insufficient feedback on their…

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This site is a state sponsored one that provides the foundation for teacher evaluations in public schools in Wisconsin. The Wisconsin Educator Effectiveness System is predicated on two vital components, Student Outcome Measures and Teacher Practice, both of which are important to assessing the competency of pedagogues in the various public school districts in this state. There is a fair amount of flexibility in terms of the variability of the educator effectiveness systems, which has been modified to suit the needs of teachers who are in different roles and work with different segments of the overall student population. Additionally, the aforementioned assessment measures are also adaptable to other school personnel such as those in administrative roles including principals and vice-principals.

http://www.fcps.edu/hr/epd/evaluations/teacher.shtml

This website provides information about the teacher performance evaluations for FairFax County Public Schools in Norfolk, Virginia. The standards utilized by this particular school district are part of the state's Board of Education's Code of Virginia -- which have performance objectives aligned with the board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators and Superintendents. Specifically, the Teacher Educator Evaluation Program is comprised of three different elements: seven performance standards, key elements, and a performance matrix. The performance standards including professional knowledge, instructional planning, delivery of instruction, assessing student learning, learning environment, professionalism, and student academic progress. The matrix provides detailed information in these key areas. Key elements are used as markers of observable behavior that teachers either are or are not demonstrating, and which are indicative of the sort of behavior that is desired by both the district and the state.
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