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NIET Teacher Evaluation Process © 2011 National Institute for Excellence in Teaching. All rights reserved. Do not duplicate without permission.

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Presentation on theme: "NIET Teacher Evaluation Process © 2011 National Institute for Excellence in Teaching. All rights reserved. Do not duplicate without permission."— Presentation transcript:

1 NIET Teacher Evaluation Process © 2011 National Institute for Excellence in Teaching. All rights reserved. Do not duplicate without permission.

2 TEAM Evaluation Multiple Measures

3 Changes to Evaluation Measures ( Changes to Evaluation Measures (HB 150/SB 156) Weight of growth for teachers in non-tested grades/subjects – – Teachers who do not generate an individual growth score will continue to use their preselected school-wide growth score for the growth component of their overall level of effectiveness. The revised weighting is below: o Growth: 25% o Observation: 60% o Achievement: 15% Special education students will now be included in the calculation of individual growth scores.

4 Overview of Evaluation Process— Professional Teachers

5 Overview of Evaluation Process—Apprentice Teachers

6 Updates to the number of observations: For year 2, the minimum required number of observations will be based on licensure status and evaluation scores from the previous year. For year 2, the minimum required number of observations will be based on licensure status and evaluation scores from the previous year. – Any teacher (professional or apprentice) who previously scored a 5 on his/her overall evaluation or individual growth score will be required to have one classroom visit covering three observation domains, as well as two walk throughs. – Any teacher (professional or apprentice) who previously scored a 1 on his/her overall evaluation or individual growth score will be required to have four classroom visits covering seven observation domains. Additionally, evaluators must have an initial coaching conversations with these teachers prior to any official observation.

7 Updates to the number of observations, cont… – Professional teachers who do not meet either of the above criteria will be required to have two classroom visits covering four observation domains. – Apprentice teachers who do not meet either of the above criteria will be required to have four classroom visits covering seven observation domains.

8 Research Supporting Instructionally Focused Accountability The challenge of creating an effective teacher accountability system is to improve the quality of teacher instruction, and thereby raise student achievement. The challenge of creating an effective teacher accountability system is to improve the quality of teacher instruction, and thereby raise student achievement. States and school districts need to identify the knowledge and skills that a teacher needs to teach successfully, and then create standards and rubrics to measure teaching performance. Odden, Milanowski & Youngs Odden and Clune States and school districts need to identify the knowledge and skills that a teacher needs to teach successfully, and then create standards and rubrics to measure teaching performance. Odden, Milanowski & Youngs Odden and Clune

9 When you think of a lesson you deem to be effective, what were all the elements that led you to that decision? Elements Elements Elements of an Effective Lesson

10 Effective Elements Summary Defined learning goal that is clearly communicated to students Defined learning goal that is clearly communicated to students Student engagement and interaction Student engagement and interaction Alignment of activities and materials throughout lesson Alignment of activities and materials throughout lesson Student relevancy Student relevancy Numerous checks for mastery Numerous checks for mastery Differentiation Differentiation

11 NIET Rubric NIET has defined a set of professional indicators, known as the Instructional Rubrics, to measure teaching skills and knowledge of the teachers in a school.

12 The Parts of the Rubric The Parts of the Rubric Domains

13 The Parts of the Rubric The Parts of the Rubric Domains Indicators

14 The Parts of the Rubric The Parts of the Rubric Domains Indicators Descriptors

15 The Parts of the Rubric The Parts of the Rubric Domains Indicators Descriptors Performance Levels

16 The Instructional Domain of the rubric has been updated for the school year. The newest rubric can be found at educator-evaluation. This link includes a copy showing the revisions in color. educator-evaluation

17 Tennessee Educator Acceleration Model (TEAM)* (*modified from the TAP Teaching Performance Standards) Instructional Plans Student Work Assessment Managing Student Behavior Expectations Environment Respectful Culture Staff Development Instructional Supervision School Responsibilities Reflecting on Teaching Standards & Objectives Motivating Students Presenting Instructional Content Lesson Structure & Pacing Activities & Materials Questioning Academic Feedback Grouping Students Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving Planning Instruction Professionalism Environment Review of Previous Learning

18 Procedural Understanding vs. Conceptual Understanding Thorough understanding/ independence Conceptual Knowledge Procedural Knowledge Beginning of understanding

19 Training Portal: Evaluation Process

20 Training Modules

21 Video Library

22 TEAM Logistics Q & A What questions do you have about the Tennessee Educator Acceleration Model (TEAM)? What questions do you have about the Tennessee Educator Acceleration Model (TEAM)?


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